Spanish validation of a questionnaire to evaluate intersectoral socio-educational collaboration networks (CERS) for educational improvement

Introduction: The emergence and evolution of intersectoral collaboration in education is of growing interest for research that seeks to understand and support new networked organizational structures. This study seeks to validate an easy-to-apply instrument that reliably estimates the degree of development or organizational maturity of interinstitutional collaboration networks for socio-educational improvement. Methods: A sample of 2,802 individuals involved in 158 networks across Spain was used, and exploratory and confirmatory factor analyses were conducted on two randomized subsamples. Results: The result was a 26-item questionnaire grouped into 3 factors (Collaboration, Legitimacy, and Leadership). Discussion: The model’s good fit, with high indices of goodness-of-fit, internal consistency, and reliability, means that an easy-to-apply tool that is useful for the leadership and promotion of networks can be provided. We conclude that this instrument is valid and reliable and offers valuable input for evaluating socio-educational action networks, expanding research that supports their development, and constructing a theory to promote their effective implementation. It is a valuable resource for free use at the national level. Accordingly, it can be used by leaders of socio-educational networks and by regional governance teams to monitor the progressive development of local networks. In addition, the direct feedback obtained through CERS will allow these leaders to make evidence-based decisions that strengthen local social capital, addressing the complex challenge of educational success in contexts of high social vulnerability in a sustainable, collective, and effective way.