Interinstitutional collaboration and socio-emotional competences in secondary education: a descriptive study in Doncello, Caquetá, Colombia

This study determined the degree of interinstitutional collaboration aimed at strengthening socioemotional competencies in upper secondary education. A positivist approach with a descriptive scope and a non-experimental, cross-sectional, field design was adopted. The population comprised teachers from public schools in the urban area of ​​El Doncello (Caquetá, Colombia); The sample consisted of 34 teachers who participated voluntarily under informed consent. Data were collected through observation and a five-option Likert-type questionnaire, operationalizing collaboration in three indicators: agreements, resources, and exchanges. Frequency distributions, means, and standard deviations were computed in Microsoft Excel and cross-checked with IBM SPSS and R; Interpretation based on rating scales for central tendency and dispersion to support validity. Findings indicate a moderate level of collaboration with heterogeneity across schools. “Resources” shows the highest average valuation and the lowest relative variability, evidencing foundations for sharing infrastructure and technical support. “Agreements” exhibits intermediate fulfillment with implementation and follow-up gaps, while “Exchanges” is the most lagging and dispersed component, suggesting low visibility, logistical constraints, and limited supply. Overall, the pattern depicts networks that are more transactional than transformational: inputs are shared, yet sustained collaborative routines such as co-planning, peer observation, and structured feedback are not fully consolidated. Strengthening governance, setting shared targets and calendars, building resource-sharing platforms, promoting hybrid exchange modalities, and monitoring use and outcome indicators emerge as priorities to scale socioemotional learning sustainably in resource-constrained secondary education setting