نشریه بین المللی

This study explores the phenomenon of Impostor Syndrome among English language teachers when instructing dyslexic students. Impostor Syndrome, as a psychological phenomenon, can have significant negative impacts on teachers' instructional performance. The research applied a descriptive-qualitative design, utilizing the Grounded Theory approach (Strauss & Corbin, 2008). The sample consisted of 22 male and female EFL teachers from secondary schools in East Azerbaijan along the academic year 2023-2024, selected through a combination of purposive and theoretical sampling. Data were collected via semi-structured interviews and analyzed using open, axial, and selective coding techniques. The analysis resulted in emergence of a dual‑core theoretical model consisting of Extreme Agency (including compulsive overwork and avoidance of growth) and Cognitive Self‑Sabotage (including self‑assessment distortions and performance anxiety). These two contrasting yet interconnected patterns were found to interact with individual, organizational, and professional levels of analysis. Factors deteriorating this syndrome included perceived deficiencies in specialized competence, institutional pressures, instructional conflicts, and organizational isolation. Moreover, Impostor Syndrome influences teachers' instructional performance via "Erosion of Instructional Performance owing to Fear of Evaluation." The results suggest that Impostor Syndrome poses a serious challenge for EFL teachers working with dyslexic students. Continuous professional development programs, robust institutional and policy support, and future research endeavors can contribute to mitigating this syndrome and ultimately boosting the quality of language instruction provided to dyslexic learners.