The Use of the Wanda Method to Improve Collegial Relationships and Teacher Wellbeing

This thesis focuses on the analysis of teachers' experiences with the WANDA method, a tool for structured collegial reflection. The aim of the study is to understand how teachers perceive the benefits of this method for their professional wellbeing and how it supports collegial collaboration and sharing. The theoretical part defines key concepts such as professional wellbeing, collegial support, and reflective practice, and links the Wanda method to the PERMA model and the teacher competency framework. The empirical part is based on qualitative research using semi-structured interviews with seven primary school teachers who regularly participate in Wanda sessions. The data were analyzed using open coding and thematic analysis. The research findings show that teachers perceive the Wanda method as a tool that contributes to their professional development, personal growth, and psychological wellbeing. Respondents particularly valued the opportunity to share challenges in a safe environment, gain new perspectives, and receive practical solutions. The findings confirm the potential of the Wanda method as a supportive tool for enhancing teacher wellbeing and highlight its importance in preventing burnout.