This scoping review explores the concept and consequences of emotional labour (EL) in the instructional work of academic librarians. While EL has been studied in front-line library work, such as reference and circulation services, its specific manifestations in teaching librarianship have been less examined. Drawing on seven peer-reviewed studies, this review maps the current state of research on EL among instruction librarians, focusing on its sources, impacts, and coping strategies. The findings reveal that instruction librarians frequently navigate emotional dissonance, power imbalances with faculty, and institutional undervaluation of their pedagogical contributions. These challenges are compounded by systemic issues such as gendered expectations, limited autonomy, and the invisibility of affective labour. Despite these pressures, librarians employ a range of individual and collective strategies to manage emotional demands, including peer support, reflective practice, and advocacy for professional recognition. The review highlights the need for structural and institutional responses to mitigate burnout and promote sustainable teaching practices in academic libraries. It concludes by calling for greater acknowledgment of EL in library instruction and the development of supportive frameworks that validate the emotional dimensions of teaching.