The logic behind a teacher's years of experience is that the more effective the teacher, the more effective the teaching should be. Goe and Stickler (2008) suggest that teachers' years of experience only make a difference for the first five years of teaching. Therefore, in the first five years the teacher's contribution to student achievement is at a reasonable level, but after five years of teaching, the contribution of years of experience to student achievement appears to decline (Rice, 2010). Similarly, Clotfelter et al., (2007) suggest growing evidence of a decline in teacher effectiveness after 20 years or more in North Carolina. Although more than half of the improvements achieved in student achievement occurred in the first few years of teaching. Kosgeil, Mise, Odera, Ayug (2009) noted that teachers' experience showed substantial influence on student learning in elementary and upper secondary schools. Teachers with more years of experience have more background experience to improve learning in the classroom. Additionally, years of teacher experience can bring more innovative teaching to promote student learning. Furthermore, teachers who have years of experience are open to correction and are less dictatorial in the classroom (Kosgeil, Mise, Odera, Ayu g