ABSTRACT This study examined the relationships between emotional labour strategies and its antecedents and consequences among academic staff in Jordanian universities. A total of 547 university teachers from three public Jordanian Universities responded to a questionnaire survey. The results showed that university teachers who experienced higher levels of negative emotion regulation, engaged in detached engagement, exhibited impulse control, anticipated emotions less, and displayed less emotional countenance were more likely to experience difficulties with emotion regulation. Those who engaged more in surface acting and faced greater challenges in regulating their emotions were more likely to experience burnout. Additionally, difficulties in emotion regulation still served as a potential mediator in the link between surface acting and emotional job demands, and between personal accomplishment and emotional job demands. Emotional job demands exhibited a positive relationship with surface acting. The challenges posed by emotional job demands might not directly lead to difficulties in emotion regulation.