Numerous elements contribute to a student’s academic achievement, which includes the characteristic of an individual, family and neighborhood experiences. But researches conducted by several people suggests that among school associated factors, teachers matter most. When it comes to student performance on reading and math tests, an educator is estimated to have two or three times the effects of any other school factor, together with services, facilities and even leadership (Mohammed and Yusuf, 2015).
In education, experience among teachers is possibly a crucial factor in staff approach that influences current employees: it is a cornerstone of traditional single-salary schedules; it pushes policies for transferring teachers that prioritize seniority; and it is considered a major source of injustice across schools and, therefore, a target for redistribution (Rice, 2010).
The Center for Analysis of Longitudinal Data in Education Research (CALDER) stated that a high array of novice teachers in high-needs schools “is commonly considered a major source of inequity across schools and, therefore, a target for redistribution.” Concurrently, inexperienced teachers are a source of new energy and skills and therefore may contribute many benefits to student learning (Hanover, 2016).
A lot of people in the world of education consider that teachers who are more experienced are more likely to improve a student’s performance than novice teachers. Teacher experience is an important aspect in a student’s ability to acquire knowledge as experienced teachers have more time to understand their subject area. However, having more experience doesn’t necessarily mean that teachers who have more years of teaching are better than a new one. In our current generation, technology is rampant, and information can easily be found online. Since most of the new teachers are millennials and are more used to using technology than the more experienced older teachers, they can find more information and ways to teach their students better.
For more than twenty years of research findings are absolute about the relationship between the quality of teachers and learning of students. A record of the National Commission on Teaching and America’s future (1996) made teaching the center of its three simple potentials in its blueprint for rebuilding the nation’s schools. They are: what teachers know and can do is the most important influence on what students learn. Recruiting, preparing and maintaining desirable teachers is the central strategy for enhancing schools. School reform cannot succeed unless it focuses on creating the conditions under which teachers can teach well.
Many studies conducted found that novice teachers have less validity in giving knowledge to their students than experienced teachers, but their performance vastly progresses during their first years of teaching. Research into the overall increasing performance among experienced teachers has produced combined outcomes. As an example, the finding that the advantages of teacher experience stage after a teacher’s initial years within the classroom suggests that performance growth among older, more experienced teachers are restricted. As an instance, a 2008 CALDER study found that teachers with 20 years of experience, even though they more effective than teachers with little to no experience, are no more effective than teachers who have been teaching for merely five years. Some research even suggests that the most experienced teachers – those with more than 25 years of teaching – may be less effective than the teachers who started after them (Hanover, 2016).
Several studies conducted found out that even though new teachers have vast developments during their few initial years of teaching, teachers continue to improve, albeit at lesser rates, throughout their careers. Studies indicate that teachers whose peers who have more experienced are more effective than those with less experienced colleagues. This suggests that more experienced teachers provide important additional benefits to their school community beyond increased learning for the students they teach. There have also been studies that suggest that more experienced teachers produce academic benefits for students that go beyond test scores. One of the findings of a study was that as teachers acquire experience, their students are less likely to miss school. This finding is important because of the convincing evidence linking high rates of absenteeism with negative long-term educational outcomes (Klnl and Podolsky, 2016)
Within the field of academics, a teacher’s ability in having their students acquire unique knowledge is the reflection of the educator themselves. Given the changing nature of the present and future students, this research aims to find the relation of the teacher’s experience as an educator and to expound on their room for improvement.