This study examined institutional microaggressions, organizational culture, and the impostor phenomenon among Basic Education faculty at the University of Perpetual Help System Laguna, Biñan Campus (AY 2025–2026). Using a descriptive‑correlational design grounded in Critical Race Theory, Schein’s Organizational Culture Model, and Clance’s zImpostor Cycle, it assessed teachers’ experiences of bias, perceptions of institutional values, and impostor tendencies. Findings showed moderate levels of microinsults and microinvalidations, a moderately strong organizational culture, and prevalent impostor traits such as fear of failure and over‑preparation. Statistical analysis revealed no significant correlations among these variables, suggesting that in the Philippine context they may operate independently, shaped by leadership dynamics or individual coping strategies. The study contributes nuance to teacher well‑being discourse and concludes with Project C.A.R.E. (Culture, Alignment, Resilience, Empowerment) which is a preventive framework to foster inclusivity, psychological safety, and professional growth for long‑term educator retention.