本研究之目的旨在瞭解國民中學體育教師專業發展需求、現況及兩者之間的差距。研究方法採用問卷調查方式，受試對象則為台北市、縣二地區公立國民中學的體育教師，利用 t 考驗及單因子變異數分析之統計方法處理所得資料，並將結果輔以專家學者的訪談。研究結果經綜合分析、討論得到的結論如下：
一、服務年資、畢業學校及專業團體組織變項在體育教師專業發展需求上有顯著差異：年資一年以內顯著高於年資16年以上；師範校院畢業顯著高於非師範校院畢業；有參加顯著高於無參加專業團體組織的體育教師。
二、健康身心需求因素排序最高，自我訓練需求因素排序最低：專業發展需求因素得分排序依次為健康身心、教育專業知識、體育專門知識、教學技能、行政管理技能、運動技能、服務精神、自我訓練。
三、服務年資、畢業學校、擔任職務及專業團體組織變項在體育教師專業發展現況上有顯著差異：年資16年以上顯著高於年資2～5年；體育性職務顯著高於非體育性職務；師範校院畢業顯著高於非師範校院畢業；有參加者顯著高於無參加專業團體組織的體育教師。
四、健康身心現況因素排序最高，自我訓練現況因素排序最低：專業發展現況因素排序依次為健康身心、教學技能、體育專門知識、教育專業知識、行政管理技能、服務精神、運動技能、自我訓練。
五、國中體育教師專業發展需求和現況之間有顯著的差距。

The present study aims to assess the needs for professional development of physical education teachers in junior high schools, the actual situations of such development and the gap between the two. A questionnaire survey was conducted on physical education teachers in public junior high schools in both Taipei City and Taipei County. Data gathered from the survey were processed by Students' t-test and one-way analysis of variance. The results were reinforced by interviews with experts and scholars. After a comprehensive analysis and discussion, the results of the study are as follows:
1.The three variables of the number of years the teachers have taught, the school from which they graduated, and whether they have joined a professional group or organization show significant differences in terms of their needs for professional development. Those who have taught for less than a year have significantly stronger needs for professional development than those who have taught for over sixteen yeas. Those who graduated form normal colleges or universities have significantly stronger needs than those who graduated from other colleges and significantly stronger needs than those who graduated from other colleges and universities. Physical education teachers who have joined a professional group or organization have significantly stonger needs than those who have not joined any group or organization.
2.The factor of the need for mental and physical health is ranked first, while the factor of the need for self-training is ranked last. The ranking of the different needs for professional development in order of their respective scores are: mental and physical health, professional knowledge of education, expertise in physical education, teaching skills and competence, administrative skills, skills in sports, vitality to teach, and self-training.
3.The variables of the number of years the teachers have taught, the school from which they graduated, the positions they hold and whether they have joined a professional group or organization show significant differences in terms of their actual situations of professional development. Those who have taught for over sixteen years have significantly better professional development than those who have taught for two to five years. Those who hold positions related to physical education have significantly better professional development than those who hold positions not related to physical education. Those who graduated from normal colleges or universities have significantly better professional development than those who graduated from other colleges and universities. Physical education teachers who have joined a professional group or organization have significantly better professional development than those who have not joined any group or organization.
4.The factor of the need for mental and physical health is ranked first, while the factor of the need for self-training is ranked last. The rankings of the actual situations of the different factors of professional development in order of their respective scores are: mental and physical health, teaching skills and competence, expertise in physical education, professional knowledge of education, administrative skills, vitality to teach, skills in sports, and self-training.
5.Significant differences exist between the needs for and actual situations of professional development of physical education teachers in junior high schools.