Teachers’ perceptions of free-of-charge resources and the improvement of school climate in educational institutions

Abstract

This study analyzes teachers’ perceptions of the appropriate use of free‑of‑charge resources and their relationship with the improvement of the school climate in public educational institutions in Colombia. Adopting a qualitative approach, data were collected through semi‑structured interviews, focus groups, participant observation, and a review of institutional documents with teachers from various schools. The research followed a multiple‑case study design to understand local dynamics surrounding resource management and its impact on school environments. The findings indicate that the proper use of free resources—when guided by criteria of equity, participation, and relevance—helps strengthen school coexistence, enhances pedagogical processes, and fosters a stronger sense of belonging within the educational community. Nevertheless, weaknesses were identified in planning, coordination between administrators and teachers, and in monitoring the resources’ impact on the school climate. The study concludes that it is essential to promote training in educational management, establish participatory mechanisms for decision‑making on resource use, and cultivate an institutional culture rooted in transparency and collective well‑being. It also recommends strengthening public policies that ensure the sustainability and effectiveness of gratuity, understood not only as access but as a key tool for transforming the school climate and educational quality in vulnerable contexts.