Abstract
This study aimed to examine the degree of Arabic language teachers' consideration of persuasive writing skills in teaching expression and their differences according to the variables of gender, academic qualifications, and years of experience. To achieve the objectives of the study, the descriptive approach was applied in the form of the school survey method. The study sample consisted of 239 male and female Arabic language teachers in public schools of Najran region in the Kingdom of Saudi Arabia. They constituted 42.7% of the study population. To collect the data, the study used a questionnaire consisting of 21 items after verifying its validity and reliability in the Saudi context. The results showed that the degree to which the Arabic language teachers consider the persuasive writing skills in teaching expression in all domains of the study instrument and the total score ranked moderate. Also, the results revealed that there were statistically significant differences in the degree of Arabic language teachers' consideration of persuasive writing skills in teaching expression in all domains of the study instrument and the total score due to gender variables in favor of females, academic qualifications in favor of graduate studies, and years of experience in favor of ten years or more. The study recommends the Ministry of Education should work on developing the practices of Arabic language teachers for persuasive writing skills in teaching expression by providing appropriate training programs.