This study investigated the impact of teacher motivation on teacher effectiveness in ten schools in Shurugwi District in Midlands Province in Zimbabwe. The study draws on a quantitative inquiry on the relationship between teacher motivation and teacher effectiveness. The population consisted of all the primary schools in Shurugwi District. The sample consisted of 100 respondents purposively sampled. The sample was composed of 48 males and 52 females. The study adopted the descriptive survey design and all the information was collected through a questionnaire which largely had close-ended questions and one openended question. The findings of the study revealed that teacher motivation is not given top priority by schools in Shurugwi District. It was also found that monetory incentives among other forms of incentives were highly valued by teachers in the District. The study recommends that teacher motivation should be given top priority by schools in order to enhance teacher effectiveness.