Professional Voice
The relationship between orality and impostor syndrome in education reveals how spoken communication can empower confidence and reshape identity. Walter Ong’s ideas in Orality and Literacy (1982) highlight how oral communication creates shared meaning and connection, while written language allows for reflection and permanence. In my own life, orality became the key to overcoming impostor syndrome—a feeling that once held me back early in my teaching journey.
I started working as an teacher’s aide in an elementary public school at 18 years old, I often felt unqualified. I started working in a kindergarten classroom, when i then transitioned to helping out in more than one room. Surrounded by older educators with years of experience, I constantly questioned whether my thoughts were worth sharing. According to the Cleveland Clinic, impostor syndrome causes individuals to doubt their skills or achievements, even when there’s clear evidence of competence. I fit that description perfectly. I worried that if I spoke up, I might have showed my coworkers how “young” or “inexperienced” I really was.
Growing out of Impostor Syndrome
But everything changed when I began vocalizing my professional opinions. I started contributing ideas during classroom discussions, offering feedback, and asking thoughtful questions. The more I spoke, the more I felt like I belonged. By the time I became a 21-year-old substitute teacher, I realized that communication wasn’t just a job skill—it was a form of empowerment. I used my voice to advocate for more than just myself; for students, teachers, staff, and parents. It no longer was an insecurity, but a strength I was proud of.
Ong’s concept of orality helped me understand that speech does more than share ideas—it builds confidence, trust, and community. Speaking out allowed me to turn insecurity into self-assurance. My experience shows that finding your voice can be one of the most powerful ways to silence impostor syndrome.
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