5279 Turkish Journal of Computer and Mathematics Education Vol.12 No.3(2021), 5279-5289 Aging In Teaching: What Does It Bring? Honesto Odi Camino a a Research Management Office,Polytechnic University of the PhilippinesUnisan, Quezon BranchUnisan, Quezon, Philippines Email: a hocamino@pup.edu.ph Article History: Received: 10 November 2020; Revised 12 January 2021 Accepted: 27 January 2021; Published online: 5 April 2021 _____________________________________________________________________________________________________ Abstract: This descriptive-correlation study inquires on the influence of length of experience in teaching on the organization values and on the teaching-related emotions of 251 public school teachers in a rural district in Southern Luzon, Philippines. The respondents were conveniently selected (participants in a district-wide in-service training). Data gathering was done during an in-service training using two scales: a 30-item scale that measures their and their perception of their colleagues‘ and superiors‘ adherence to organizational values and a 75-item scale that measures their teaching-related emotions. Spearman Rank Correlation was used to test the direction and magnitude of relationship between variables. Findings suggest the need to consider the affective aspects of the teachers in policy and program making as well as institution-based professional development program for teachers. Keywords: ___________________________________________________________________________ 1. Introduction An adage says ―Experience is the best teacher‖. Work experience equips a beginner with certain soft skills such as team working, communication skills and commercial awareness, all of which are sought after by employers, especially at a graduate level. Work experience also helps to differentiate oneself, an important thing to factor in when competition for jobs is so fierce (2011-2020, 2020). It is seen by many as a double edged sword. With work experience, there is the chance to gain valuable on the job training and inside knowledge of a job that one would not be able to achieve in a college course or learning establishment (Wormley, 2019). Work experience should primarily be seen as the chance to gain an insight into the working environment (Westcott, 2015). As an individual ages in his or her work, he/she finds the same work getting better ("Levels of Personality", 2020). But recently, the topic of teacher experience is getting a lot of attention in educational debates (Di Carlo, 2010) thereby indicating that there are conflicting views on the importance and impact of teaching experience. Microsoft founder Bill Gates, for one, discounts the weight of teaching experience and advanced academic degree in determining how well as teacher performs. Earlier, US Secretary of Education Anne Duncan made a similar pronouncement disregarding teaching experience in ranking, promoting and compensating teachers. This appears to corroborate the assertion that teachers‘ advantage declines as they stay longer in the profession (South African Council on Education, 2010). Stinebrickner (2001), on the other hand, contends that, in addition to graduate education, teaching experience is a significant determinant of teaching salary, which in turn, has a positive effect on teacher retention. This finds supports from Strauss (2010) who asserts that experience in classroom does matter. This is one of the few observable teacher characteristics that are consistently correlated with (student or pupil) achievement (Mujis et al., 2014; Di Carlo, 2012; Heck, 2009)). Jacobson (2016) and Rice (2010) found out that teachers with longer years of teaching experience tend to have lower level of burn-out. As employees, they tend to have fewer avoidable absences, are more committed to their work and are less likely to quit (Robbins, 2009). Length of teaching experience was also found to have significant direct effect on teacher‘s self -efficacy (Guo et al., 2012; Klassen & Chiu, 2010) in that it develops self-knowledge that grows stronger through the years There is a wide range of findings on the relationship between years of teaching experience and student outcomes (Ladd & Sorenson, 2017; Papay and Kraft, 2015 ; Wiswall, 2013; Chetty, Friedman, & Rockoff, 2014; Johnson, 2012). Teaching experience is positively associated with student achievement gains throughout a teacher‘s career. Gains in teacher effectiveness associated with experience are most steep in teachers‘ initial years, but continue to be significant as teachers reach the second, and often third, decades of their careers (Blazar, 2016; Kini & Podolsky, 2016). Other studies show a stronger positive relationship between teacher experience and student outcomes in some, but not all (Irvine, 2018) suggests that the typical teaching learning curve peaks in a Research Article Research Article Research Article Research Article Research Article Research Article Research Article Research Article Research Article