This study aims to investigate Emotional Exhaustion and Depersonalization and their effect on Perceived Productivity of academic staff in primary schools in Kuwait with the moderating effect of Positivity. To accomplish this aim, some validated and reliable measuring scales were utilized to realize the levels of Emotional Exhaustion, Depersonalization, Productivity, and Positivity among respondents, and consequently to identify the relationship among variables. 379 participants were selected from English departments in primary schools from all educational zones in Kuwait. Stratified random sampling was adopted for the study. SPSS and SmartPLS were used to analyze data. Results proved that Emotional Exhaustion revealed to significantly affect Perceived Productivity of the English academic staff, while Depersonalization proved to have a low effect on Perceived Productivity of the English academic staff in primary schools in Kuwait. Concerning Positivity, it had a partial moderating effect on the relationship between Emotional Exhaustion and Perceived Productivity, while it didn’t play a significant moderating effect on the relationship between Depersonalization and Perceived Productivity. Depending on the study findings, theoretical and practical implications were considered to enhance perceived productivity and decrease emotional exhaustion and depersonalization. Recommendations for future research along with limitations were also underlined.