The teaching performance of the radiologic technology faculty members of De La Salle Health Sciences Campus

This study utilized the descriptive method of research. Using stratified random sampling, the study included 67 second year and 95 third year students who were officially enrolled as the respondents. The questionnaire was adopted from the study of Molon (2005) entitled “Content Analysis of the Faculty Evaluation Instrument of The College of Medical Radiation Technology De La Salle - Health Sciences Campus.” The study utilized mean, standard deviation, percentage, frequency, t-test, f-test and p-value to analyze data. From the findings, the following conclusions were drawn: (1) Majority of the faculty members are female, have a teaching experience of 11-15 years, have EdD degree, and have complied with CHED’s requirements for Radiologic Technology based on their educational qualifications; (2) The analyses of the teaching performance of the radiologic technology faculty members in methods and strategies of teaching, mastery of the subject matter, communication skills, classroom management and personal traits were outstanding, which means that the faculty members were able to bring out their content knowledge, skills competence and qualities for the students’ effective learning process; (3) There were no significant differences in the analyses of the teaching performance of the radiologic technology faculty members in terms of gender, length of teaching experience and educational qualification. Therefore, the null hypothesis was accepted. Homogeneity existed in the evaluation of the respondents on the teaching performance of the radiologic technology faculty members of De La Salle - Health Sciences Campus