本調查研究旨在了解台北市公立高中女生對體育教學的滿意程度，並比較不同背景變項的教師及學生之間的差異情形。根據本研究目的，研究者以988名台北市公立高中女生為研究對象，採自編之「臺北市公立高中女生體育教學滿意度調查研究問卷」為研究工具，進行問卷調查。並將回收所得資料經描述統計、獨立樣本t考驗、單因子變異數分析及薛費法事後考驗等統計方法，分析後發現：
一、台北市公立高中女生對體育教學均有較高的滿意度，各項因素之滿意程度依序為體育專業能力、同儕關係養成、運動學習成效、場地設施完備、體育行政配合。
二、不同教師背景變項對體育教學滿意度，在是否兼任行政職務達顯著差異，學生對未兼任行政職務教師滿意度大於有兼任行政職務教師；教師性別則未達顯著差異。
三、不同學生背景變項對體育教學滿意度，在分班方式達顯著差異，男女分班滿意度大於男女合班；年級則未達顯著差異。
四、不同規律運動習慣在體育教學滿意度方面達顯著差異；其中高參與者及中參與者滿意度均大於未參與者。不同體育成績表現在體育教學滿意度方面則未達顯著差異。

The purpose of this study was to identify the Taipei public senior high school girl students’ satisfaction with physical education teaching, and the differences among selected demographic groups in relation to selected demographic variables on teachers’ as well as on students’ side. Based on the purpose of the study, a questionnaire “Taipei Public Senior High School Girl Students’ Satisfaction with Physical Education Teaching Scale,” designed by the author, was utilized for data collection. The samples were 988 public senior high school girl students in Taipei. Description analysis, independent sample T-test, one-way ANOVA, and Scheffe’ method, were computed for data analysis. The results indicated that:
1. Taipei public senior high school girl students’ satisfaction was high. On the aspect of Scale, Professional Competence is the highest, and then, in sequence, Relationship among Peers, Learning Effectiveness, Equipment, and School Administration Management.
2. Significant difference in satisfaction with physical education teaching was found with regard to the demographic variable of teachers having administrative positions, while no significant difference was found with regard to the sexes of teachers.
3. Significant difference in satisfaction with physical education teaching was found with regard to the demographic variable of class organization, while no significant difference was found with regard to the grade the students are in.
4. Significant difference in satisfaction with physical education teaching was found with regard to the demographic variable of the habit of regular exercise— learning satisfaction is higher in students taking exercise frequently or moderately than in students taking no exercise. No significant difference in satisfaction with physical education teaching was found with regard to the variable of performance and grades.

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