Emotional labour is an important part of teaching. Teaching self-efficacy and job dedication are important parameters that influence teaching. Mixed findings have been reported on the link between emotional labour, teaching self-efficacy, and job dedication. This study examined the pattern of emotional labour performed by early childhood teachers, the relationship between emotional labour and job dedication, and the mediating effect of teaching self-efficacy on the relationship. Data were collected through a self-administered questionnaire survey from a convenience sample of 305 teachers from nurseries and kindergartens across the UAE. The mean comparison revealed that surface acting (M = 2.92) was performed significantly less frequently than deep acting (M = 3.90) and expression of naturally felt emotions (M = 4.19). Structural equation modeling with bootstrap mediation analysis revealed that expression of naturally felt emotions had a positive, direct effect on dedication ([beta] = 0.43, p = 0.012) and teaching self-efficacy ([beta] = 0.84, p = 0.002), and that teaching self-efficacy had a partial mediating effect on the relationship between expression of naturally felt emotions and job dedication, with an amount of indirect effect of 0.501 (p = 0.002) and mediating effect ratio of 54.10%. The implications of the results were discussed.