A Study on the Relationship Between Teaching Quality and Learning Satisfaction in University Taekwondo Courses

Purpose: This study examined the relationship between teaching quality and learning satisfaction in university Taekwondo courses. Methods: A cross-sectional survey was administered to students enrolled in Taekwondo physical education at Lingnan Normal University (N = 367 valid responses). Teaching quality comprised five dimensions (tangibles, reliability, responsiveness, assurance, empathy) and learning satisfaction three facets (teacher instruction, facilities/equipment, instructional administration). Instruments were developed based om previous studies. Data were collected via anonymous paper-and-online questionnaires; reliability/validity were verified, and relationships tested using PLS-SEM. Results: Factor loadings (0.604–0.842), CR (0.782–0.848), and AVE (0.445–0.691) supported acceptable measurement quality; Fornell–Larcker criteria indicated discriminant validity. All five quality dimensions positively predicted learning satisfaction; assurance (β = 0.205), tangibles (β = 0.181), and responsiveness (β = 0.188) were comparatively stronger, followed by empathy (β = 0.164) and reliability (β = 0.133). The model explained 45.7% of variance (R² = 0.457). Conclusions: Enhancing safety-competent instruction, resource readiness, and timely feedback may improve satisfaction, persistence, and safer participation in university Taekwondo.