Abstract :
This study aims to explore the associations between psychological capital, mental health, stressors related to challenges and obstacles, and psychological well-being among Jordanian university teachers and employees. Using convenience and snowball sampling technique 390 people made up the research sample, and SMARTPLS was used to collect data using a cross-sectional quantitative approach. The goal of the study was to investigate how these characteristics affected the psychological health of university academics and staff as well as how psychological capital influenced this relationship. The study's conclusions show that psychological capital, mental health, and stressors related to difficulties and challenges have a substantial impact on the psychological well-being of academics and staff at Jordanian universities. The findings emphasise the significance of addressing mental health issues and workplace pressures in order to increase the wellbeing of those who work in this academic environment. The study also shows that the association between challenge and hindrance stressors and psychological well-being is mediated by mental health, indicating that treating mental health problems is essential for improving overall well-being, particularly in the context of stressors related to the workplace. In the unique context of Jordanian universities, these findings help to clarify the interactions between psychological capital, mental health, challenge-and-hindrance stresses, and psychological well-being. The study brings several key theoretical insights which are incremental to literature in the field. The findings have implications for improving faculty and staff wellbeing, including the design of treatments focusing on psychological capital, mental health support services, and methods to deal with pressures at work
