Authors: Dan Imaniriho (University of Rwanda), Benjamin Bizimana (University of Rwanda), Delphine Mukingambeho (University of Rwanda) and Sylivestre Nzahabwanayo (University of Rwanda)
Abstract: This study examined the school attachment experiences of student-teachers in Rwanda through a qualitative content analysis of 80 school attachment reports from alumni of the University of Rwanda–College of Education and the Adventist University of Central Africa, purposely sampled to ensure diversity in institutional affiliation, placement location and gender. Data was analyzed thematically, with credibility enhanced through peer debriefing, triangulation with school attachment stakeholders and a validation workshop involving key stakeholders. Findings indicate that while school attachment fosters professional growth, reflective practice and identity development, student-teachers face significant challenges, including inconsistent mentorship, limited teaching resources, logistical difficulties and emotional stress. Student-teachers demonstrated resilience, adaptability and creative problem-solving in response to these challenges. They also provided concrete suggestions for improving school attachment experiences, highlighting the need for structured mentorship programs, peer support networks, counselling services and coordinated planning between universities and host schools. The study concludes that enhancing the effectiveness of school attachment in Rwanda requires systematic, student- centered interventions that integrate mentorship, resource provision and psychosocial support.