Professional Performance Development of School Psychologists in Basic Education Schools in Bani Walid Municipality in Light of International Experiences

Abstract

This study aimed to develop the professional performance of school psychologists in basic education schools in Bani Walid Municipality, Libya, in light of leading international experiences. The study adopted both a descriptive-analytical approach and a comparative methodology, examining theoretical literature and analyzing the practices of the United States, United Kingdom, Finland, and Jordan in school psychologist professional development. The study identified key professional gaps, including limited diagnostic and therapeutic competencies, absence of a systematic continuous professional development framework, and weak organizational support structures. Accordingly, the study proposed a comprehensive framework built on five pillars: developing a professional competency framework, activating continuous professional development, establishing a specialized supervision system, modernizing organizational structures and professional tools, and strengthening institutional and community partnerships. The study recommends adopting a national competency framework for school psychologists in Libya, establishing a specialized school mental health unit in Bani Walid, and launching a well-designed pilot programmed.