Are You a Spiritual Teacher Struggling?

Imposter Syndrome in Spiritual Teaching: Embracing Your Role as a Guide and Mentor

As a spiritual teacher, I see myself as both a guide and a mentor. Some people need more hand-holding than others, and part of my job is to provide that balance. But no matter how much experience I’ve gained or how many students I’ve worked with, imposter syndrome still finds a way to creep in, making me question my abilities. Whether you’re just starting out or have been teaching for years, this feeling of self-doubt can challenge your confidence and sense of purpose.

The Weight of Responsibility as a Spiritual Teacher

For me, imposter syndrome often shows up when I start comparing myself to others. I question whether I can spark the same kind of learning in others that my own mentor, Jack Rudy, sparked in me. Jack did an excellent job of helping me through these doubts early on, but even now, I still feel that pressure from time to time. The responsibility of helping others on their spiritual path can feel heavy, especially when I question if I’m “enough” for my students.

One of the biggest misconceptions people have about spiritual teachers is that we know everything, have our lives completely organized, and that we’re all the same. But we’re not. That individuality is what makes each of us valuable to the students we teach. Our experiences, struggles, and unique approaches are what draw people to us.

Common Triggers for Imposter Syndrome in Teaching

Imposter syndrome in spiritual teaching can stem from various triggers, including:

• • Comparing yourself to other teachers: This is something I face when I see what others are doing, especially when I’m exploring new territory like teaching online. It’s easy to think, “Who am I kidding?” But then I remember—there are students who love my approach, and there are more out there who will, too.
  • Fear of not having all the answers: No teacher knows everything. When I don’t have an answer, I just say, “I don’t know,” and see if anyone else can fill in the gap. Sometimes, students help bridge that knowledge gap, turning the moment into a shared learning experience.
  • Pressure to be “perfect”: We all feel this pressure, but the truth is, spiritual growth isn’t about perfection. It’s about progress. I find it’s important to share where I’ve struggled, so students know they can make mistakes and still grow.

Teaching Through Vulnerability and Authenticity

As a spiritual teacher, I believe that authenticity is key. I don’t hide my struggles from my students. In fact, I often share my biggest mistakes in class, hoping they’ll avoid them. I know they’ll make mistakes of their own, but I hope they won’t make the big ones I did.

One thing my mentor always emphasized was that the best way to learn something is to teach it. He would often put me in situations where I had to take the lead, but he was always there to help me along. Now that he’s gone, I find myself in his role, guiding others in the same way. It’s both empowering and humbling to realize how much I learned by stepping into those teaching moments.

One experience in particular still sticks with me and contributes to my own imposter syndrome. I was teaching a free introductory online class about mediumship, and one of the participants clearly came in with the goal of discrediting me. About halfway through, she asked me the difference between subjective and objective mediumship. At that point in my journey, I didn’t know, so I said so. None of the teachers I’d had up until that point had ever mentioned it. In my reality, it wasn’t a fundamental piece of my development, but to her, it was. Her response was harsh—she told me that I had no right to be teaching if I didn’t know “the most fundamental facts of mediumship.”

That moment shook me. Even though it was a free class, it left me questioning my ability to teach and wondering if I was really “good enough.” I know now that I have so much more to offer than any one definition or fact, but that experience lingers, and it’s something I still work through.

Recognizing the Signs of Imposter Syndrome

If you find yourself:

• • Questioning whether you’re qualified to teach spiritual concepts
  • Feeling inadequate when you don’t know all the answers
  • Comparing yourself to other teachers and their success

You’re likely experiencing imposter syndrome. These feelings arise when we put too much pressure on ourselves to be perfect or assume we need to know everything. But remember, our role as teachers is to guide, not to have all the answers.

Overcoming Imposter Syndrome as a Spiritual Teacher

Here are a few strategies that have helped me navigate imposter syndrome and embrace my role as a teacher:

• • Focus on being a guide, not an expert: Our job is to facilitate exploration and growth. We don’t need to know everything.  If you don’t like the word teacher — try facilitator instead!
  • Embrace vulnerability: Sharing your own journey allows students to connect with you on a deeper level. It shows them that growth is an ongoing process.
  • Keep learning: Teaching is a lifelong journey. Suddenly struggling to teach — take a class.  By continuing to learn, you model for your students that spirituality is never about reaching an end point.
  • Release the need for perfection: I remind myself that this isn’t about being perfect. My students aren’t expecting perfection—they’re looking for progress, and that’s what I aim to provide.

Final Thoughts: A Pep Talk to Myself

If I’m being honest, this blog post is a pep talk to myself. Imposter syndrome is something I’m still working through, especially as I make the transition from teaching as a side-gig to seeing it as my career. But what I’ve come to realize is that my value as a teacher comes from my experiences, my struggles, and the connections I build with my students. Teaching isn’t about having everything figured out—it’s about holding space for others to discover their own truth.  I recently took a class with Lisa Williams and she encouraged each of us to be a Unicorn — because that is what makes us special.