The importance of human resource in the teaching profession is paramount especially in the school where an input and output process basically deals with people. The quality of the output is dependent on the degree of the teacher’s teaching effectiveness, which in turn may be influenced by, among other things, the prevailing teacher burnout. The research employed a cross-sectional survey design with a target population of teachers in public primary schools in Eastern and Southern Education zones of Nakuru Municipality. Purposive sampling was used to select two zones used in the study while simple random sampling was used to select 130 respondents for study. A Teacher Burnout Questionnaire (TBQ) with closed-ended questions was administered to the respondents. A Teaching Effectiveness Scale (TES) was used to measure teaching effectiveness.Tests of significance were performed at a confidence level value of 0.05. The findings indicated that public school teachers in Nakuru Municipality have knowledge about the factors that cause burnout and that they were experiencing burnout. The study concluded that burnout had no influence on teaching effectiveness and was not influenced by gender.