Coursebooks are one of the basic materials used in educational environments. So, it is crucial to determine teachers’ attitudes toward coursebooks and the degree they depend on them. Based on this, this study examines Turkish Language teachers’ coursebook dependency and shows how this dependency varies according to their genders, schools, levels of education, and years of experience. The study uses a descriptive survey carried out with a quantitative approach. The sample of the study consists of 53 Turkish Language teachers determined by simple random sampling. The data of the study were collected employing the scale named “Dependency Scale of Turkish Language Teachers on Coursebooks”. The data were analyzed using the arithmetic mean, t-test, and ANOVA test, which are descriptive analysis techniques. As a result, it is seen that teachers are moderately dependent on coursebooks and that their genders, schools, levels of education, and years of experience do not have any effect on their coursebook dependency. However, it is seen that there is a significant difference in the sub-dimension “obligations/advantages” in favor of males, and there is a significant difference in the sub-dimension “school type” in favor of teachers working in private schools. Article visualizations
