Teaching collaboration in networks: analysis in public schools in Bogotá, Colombia across modalities and levels
Teaching collaboration in networks: analysis in public schools in Bogotá, Colombia across modalities and levels

Summary/Abstract: This study analyzes the manner in which the positive perception of the "Program to promote and support innovative teachers" serves as a mediator in the relationship between participation in professional networks and collaborative cohesion. In addition, the text examines how this phenomenon varies according to the educational modality in question (i.e., primary education versus technical secondary education) within the context of public institutions in Bogotá. The sample consisted of 197 elementary, primary, and technical secondary school teachers selected from a cross-sectional quantitative perspective using a structured survey to measure network participation, program perception, and collaborative cohesion. Moderate mediation analysis and non-parametric tests were conducted to identify differences by educational modality. The results indicate that the positive perception of the mentoring programme significantly mediates the relationship between participation in teacher networks and collaborative cohesion. The aforementioned effect is more pronounced and direct in technical upper secondary education, where autonomy and reciprocity prevail. Conversely, in primary education, the effect is indirect and contingent on structuring and external accompaniment. A statistically significant discrepancy exists between the various modalities, which is indicative of the impact of institutional factors. In summary, the present study demonstrates the significance of programmatic perception as a mediator in teacher collaboration and underscores the necessity for diversified support policies according to educational modality. The findings provide criteria for adapting support programs in Latin American education systems and analogous international contexts.

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