本研究目的在探討95年高中體育課程綱要頒訂後，高中體育教師進修需求的現況、差異與預測情形。本研究採德懷術(Delphi method)、問卷調查、座談與訪談等方法進行，研究工具採自編問卷方式，採用德懷術專家取向建構高中體育教師專業指標，並以此指標為依據建構「高中體育教師專業素質與進修需求量表」進行調查，研究對象為全國高中體育教師，採分層隨機叢集抽樣方式抽取全國104所學校，共計發放問卷624份，有效實際回收557份（有效回收率89.26%），統計處理採用單因子多變量變異數分析、多元迴歸等方法。本研究結果顯示：一、高中體育教師對運動風險管理、專業成長動向、運動指導能力等進修需求較強；教師敬業精神、教育專業知識、體育教師信念等進修需求較弱。二、未參與研習、大學或專科學歷、初任教師等教師背景變項有較高的進修需求。三、專業成長動向、體育課程規劃、體育綱要認知、任教年資等變項對教師進修需求具有預測力(R^2=42%)。本研究結論顯示：一、高中體育教師重視教學知能實務層面進修需求。二、不同背景教師的進修需求有差異存在。三、教師的背景變項和專業素質知覺對進修需求具有預測力。

The purposes of this study were to investigate the needs of in-service training of physical education teachers after the new physical education curriculum guideline of Taiwanese senior high schools was issued in 2006. Research methods included Delphi method, questionnaire investigation, interview and informal meeting. This study used the Delphi method to construct professional indexes which can be applied to design a scale of professional competence and in-service training needs in physical education teachers for senior high school. A total of 624 questionnaires were mailed to 104 high schools and 557 valid questionnaires (89.26%) returned. The results of this study indicated as follows: 1. Physical education teachers have higher needs of in-service training in risk management in sport, perspective of professional growth and teaching capacity in sport, and have lower needs of in-service training in professional dedication spirit, general pedagogical knowledge and physical teachers' beliefs. 2. Those physical teachers who do not participate in curricular guideline symposiums, who hold bachelor or vocational degrees, and who are novices have higher needs of in-service training. 3. These variables can predict the needs of in-service training including perspective of professional growth, physical education curricular plan, understanding of physical education curriculum guideline and teaching experience. The conclusions of this study showed as follows: 1. High school physical teachers focus on in-service training needs of professional competence related to physical education in practical teaching. 2. There are significant differences among teachers with different backgrounds variables. 3. Teachers' background variables and professional competence could predict the needs of in-service training.