The purpose of this study was to describe time management strategies and teaching style preferences ofphysical education teachers. In addition, effects of the teachers’ gender, school type and school level on timemanagement strategies were analyzed. Thirty physical education teachers participated in this study. Videorecordings of physical education teachers were obtained during their lessons. Time management strategieswere analyzed using the "Time Management Analysis Form", and teaching style preferences were analyzedusing "Mosston Spectrum of Teaching Style Checklist". Results indicated that teachers used 6.8 min for thetheoretical knowledge, 8.1 min for classroom management and organization, and 19.9 min for physical activitiesin a 40-min lesson. Teachers’ only preferred practice (82.9%), command (14.2%), and guided discovery teachingmethods (2.9%) in their lessons. Teachers’ gender, school type or school level did not significantly affect the timemanagement strategies (p > 0.05). In conclusion, teachers spent too much time for the classroom managementand organization, and use very limited number of teaching methods. In-service education programs for theteachers should include these issues
