<![CDATA[Aim: This study aims to investigate the effects of academic stress factors on anxiety and depression in Amsterdam school personnel, as well as the role played by psychological capital, emotional support, and depression cognitive behavioral theory.Methodology: The study used a quantitative and longitudinal research approach, staff members and teachers who work in private schools in Amsterdam, Netherlands, provided data for the survey using a convenient sample technique. At Time1, longitudinal data was gathered, and 300 individuals’ demographic information was gathered along with the independent factors. The same participants’ data for the moderator, mediator, and DVS was gathered at time 2. At time 2, we had 275 completed surveys. We were left with a final response rate of 235 after excluding the incomplete and partially filled responses. A total of 235 full paired responses or 59% of the total were received and will be considered for data analysis.Findings: The research revealed significant results for all proposed and tested relationships in the study. Academic stress and anxiety influence on depression while psychological capital and emotional support helped to buffer the negative impact of anxiety and stress on depression among school staff and teachers.Implications/Novel Contribution: The study provided key policy directions for policy makers and school educators to manage depression among staff and how to manage it properly. In addition to benefiting educators and researchers, this research study will advance the field and benefit children and parents because they are actual stakeholders.]]>
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