The aim of this research is to determine the commitment of Turkish teachers to textbooks and to evaluate the use of textbooks in Turkish lessons during the epidemic period in line with the opinions of teachers. In the research, the relational survey model, one of the research models, was used. The sample of the study consists of 194 Turkish teachers working in public schools in the province of Hatay. In the research, the " Turkish Teachers' Dependence on Textbooks Scale" scale developed by Öztürk and Çerçi (2019) and a semi-structured interview form consisting of 7 items developed by the researcher were used. Descriptive statistical analyses, Kruskal Wallis and Mann Withney U Test were used to analyze the data of the research. It can be said that the total mean score of Turkish teachers from the scale is 66.48±8.28 and more than half of the Turkish teachers participating in the study adhere to Turkish textbooks. The scale sub-dimension averages of the teachers were determined as limitations (22.74±3.31), activities (19.27±3.45), obligations/conveniences (13.18±2.81) and teacher competencies (7.58±2.09), respectively. It was found that the total score of Turkish teachers regarding their commitment to textbooks did not differ significantly according to age, gender, education level and years of service. More than half of the teachers (n=111, 57.2%) have the opinion that the textbooks are not prepared in accordance with the distance education system. At the same time, 38.7% of them stated that they partially facilitated the distance education process of the textbooks, while 31.4% stated that they did not facilitate it.

Dependence on coursebook, Turkish teacher, coursebook, distance education.