The purpose of this work is to estimate the impact of schooling on productivity for middle schools teachers. Most articles discuss this issue with aggregate date, however the different industry may have the different effect about schooling on the productivity. Using the data from a cross-section survey reported by teachers, multiple regression model are applied to examine the direct effect of schooling on teaching effectiveness, ordered logit and logit model are applied to test the dimensions of teachers attitudes as proxies for their productivity. As expected, our results indicate that overeducated teachers have been found to be more dissatisfied and lowly career-achieved with their jobs, less likely to participate in on-the-job training and higher turnover than other comparable teachers, but no significant difference could be determined with respect to teaching effectiveness.