The Reality of the Psychological Specialist in Basic Education as Perceived by Specialists Themselves

Abstract

This study aims to explore the perceived reality of the role of school psychologists in the basic education stage, as understood by the psychologists themselves. The research was conducted on a sample of 60 psychologists working in second-cycle basic education schools in Misurata during the academic year 2014–2015. The researcher employed a descriptive methodology and used a questionnaire, validated for reliability and consistency, as the primary tool for data collection. Data were analyzed using Pearson correlation, weighted mean, and percentage weight.

The findings revealed that most of the 30 tasks listed in the questionnaire were performed at an acceptable level, with percentage weights ranging from 67% to 93%. However, two specific tasks showed lower performance levels: collaboration with parents in planning students’ academic and career paths, and referring unresolved cases to specialized institutions. These tasks received lower percentage weights (60%–62%), indicating areas that require further development and support in the psychologists' roles.