In academic institutions, interpersonal dynamics among faculty and between teachers and students play a critical role in shaping educational outcomes and institutional culture. This study investigates the phenomenon of negative bonding, with a particular focus on faculty politics and ego clashes, and examines their cascading effects on all academic stakeholders. Negative bonding is characterized by toxic relationships, lack of collaboration, and emotionally charged interactions that compromise the integrity of the learning environment. Through a mixed-methods approach involving surveys and interviews with students, faculty members, and academic administrators, the study identifies key causes such as groupism, power struggles, personal insecurities, and resistance to change. The findings reveal that faculty politics not only lead to internal conflict and low morale among teachers but also adversely affect student guidance, evaluation fairness, and academic trust. Ego-driven behaviour, often rooted in seniority or academic elitism, was found to hinder innovation, mentorship, and teamwork. The consequences extend beyond individuals, impacting institutional reputation, administrative effectiveness, and the overall academic climate. Students are particularly vulnerable, often caught between conflicting factions or subjected to biased behavior. The study concludes with recommendations aimed at fostering ethical conduct, collaborative practices, and emotionally intelligent leadership to depoliticize and detoxify the academic workspace. This research underscores the urgent need to realign academic institutions toward a culture of humility, inclusivity, and mutual respect to ensure that education remains a transformative and equitable process for all.