This research scrutinizes the link between academic stressors (both challenge and hindrance types) and the academic performance of university faculty, while also considering the mediating role of achievement motivation. Furthermore, the study evaluates the moderating influence of faculty self-efficacy on the relationship between these stressors and academic performance. The sample encompassed 7000 full-time teachers from universities across Sichuan Province, China, with approximately 55% female participants and an average teaching experience of 13 years. Faculty academic stressors (challenge and hindrance stressors), achievement motivation, self-efficacy, and academic performance were all assessed using self-report techniques. The application of structural equation modeling revealed significant relationships between academic stressors (both challenge and hindrance types) and academic performance. Achievement motivation was found to entirely mediate the effects of academic stressors (challenge and hindrance stressors) on academic performance. In addition, the study underscored the moderating impact of self-efficacy on the relationship between faculty academic stressors and academic performance. The significance of enhancing faculty academic performance through stress reduction, increased achievement motivation, and self-efficacy is discussed.