This research aims to adapt the Teachers Homework Reasons scale into Turkish and develop the Teachers Homework Feedback Frequency scale. The study involved 475 primary, secondary, and high school teachers from northeastern Turkey, with an average age of 41.25 years and an equal gender distribution. The sample was divided into two sub-groups: one underwent exploratory factor analysis (EFA) and the other confirmatory factor analysis (CFA). Concurrent validity analyses were conducted on all teachers. To assess concurrent validity, correlations were examined between the scales and the Teacher Perception of Homework Quality and Feedback on Homework Scale. Additionally, responses to the homework frequency and feedback frequency questions were analyzed. The scales used in the study were found to be valid on the dimensions of homework quality, feedback on homework, homework frequency and feedback frequency. The EFA and CFA analyses demonstrated that the Teachers Homework Reasons scale retained a similar structure to the original, confirming the success of the language and cultural adaptation (X[superscript 2]/df=2.495, CFI=0.962, GFI=0.910, TLI=0.949, RMSEA=0.079). The Teachers Homework Feedback Frequency scale showed a unidimensional structure as expected (X[superscript 2]/df=2.471, CFI=0.964, GFI=0.935, TLI=0.951, RMSEA= 0.079) and the internal reliability values were high (0.878). These high internal reliability values prove that the items in the scale are homogeneously distributed and reliable. This study provides a vital resource for understanding teachers' homework-related practices in Turkey and using this information to shape educational policies. Furthermore, the results can be used to better understand the effects of cultural differences on these practices by providing comparable data with international literature.