This article addresses political culture and party participation among primary school teachers in Algeria, as two dimensions that contribute to understanding the relationship between educational actors, public affairs, and the institutions of society and the state. The article aims to analyze the nature of teachers’ political culture and identify the main determinants of their party participation, while highlighting the social, professional, cultural, and institutional factors that influence it. The study adopts a descriptive-analytical approach by drawing on theoretical literature on political culture and political participation and relating it to the specific characteristics of Algerian society and the position of teachers within educational institutions. The analysis shows that political culture is not limited to possessing political knowledge; rather, it also encompasses values, attitudes, levels of interest in public affairs, perceptions of political efficacy, and trust in institutions. Party participation, moreover, does not constitute the only form of political participation, as it may take electoral, civic, trade-union, community-based, and digital forms. The article concludes that the relationship between political culture and party participation among primary school teachers is influenced by several factors, most notably political socialization, trust in political parties and institutions, professional conditions, social networks, and perceptions of party politics. Accordingly, strengthening participation requires developing civic and political culture, expanding channels of dialogue, and promoting the values of citizenship and respect for political differences, thereby enabling teachers to engage freely and consciously in public life.