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1 Introduction The mental health needs of children and adolescents are a central concern for schools and communities [1, 2]. Schools are often where concerns are first recognized, crises are managed in real time, and referrals are initiated. School nurses have frequent access to students and may notice changes in physical complaints, attendance patterns, affect, or behavior that signal emotional distress [3, 4].
Across North Carolina, educational leaders confront complex challenges without simple solutions. They work to improve achievement, strengthen student support, retain effective educators, and make organizations work better for the people they serve. Many of those leaders are also doctoral students. That reality raises an important question for universities that prepare educational leaders: What if earning a doctorate did more than develop expertise in one research topic?
ABSTRACT Teacher shortages in rural school districts have intensified over the past decade, prompting a critical need to understand the motivations that draw individuals into the profession. This study employed Q-methodology to explore the subjective motivations of 122 beginning teachers in six rural school districts in eastern North Carolina.
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