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Mahama, I., Dampson D. G., and Eshun, P. (2023). Tutors’ chronological age and characteristics as predictors of creative nurturing behavior in the 21st-century classroom. Front. Educ, 8, 1-4.

Dampson, D.G. (2022). Preparing for the Uncertainty: Perspectives of Academic Staff in Ghanaian Public Universities on Retirement. Asian Education, 1(1), 1-24.

Dampson, D.G. (2022). Internship Supervision Training: Perception and Experiences of Supervisors in Tertiary Institutions in Ghana. Journal of Higher Education Theory and Practice, 22(4), 92-102.

Dampson, D. G. (2022). Examining the Virtual Needs of Senior High School Headteachers in the Central Region of Ghana Amid Covid-19. Journal of Management Policy and Practice, 23(1), 61-70.

Dampson, D. G. (2022). Ethical Leadership as a Predictor of Work Deviance Among Public Sector Workers in Administrative Offices in the Cape Coast Metropolis, Ghana: A Structural Equation Modelling Approach. Journal of Leadership Accountability and Ethics, 19(1), 21-33.

Dampson, D. G., Mahama, I., Antwi-Danso, S., Eshun, P., Addai-Mununkum, R. (2021). Online Instructional Scaffolding and Needs Satisfaction in COVID-19 Pandemic: Evidence from University Students in Ghana. Noble International Journal of Social Sciences Research, 6(5), 71-85.

Dampson, D.G. (2021). The Missing Hub in the Wheel: Improving Ghanaian Basic Schools through Teacher Empowerment. Journal of Studies in Education. Journal of Studies in Education, 11(1), 31-47.

Dampson, D.G. (2021). Emotional Intelligence of Headteachers in the Senior High Schools in Ghana: A Conundrum?. Journal of Education and Culture Studies, 5(3), 27-40.

Dampson, D.G. (2021). Determinants of Learning Management System Adoption in an Era of COVID-19: Evidence from a Ghanaian University. European Journal of Education and Pedagogy,. European Journal of Education and Pedagogy, 2(3), 80-87.

D.G. Dampson. (2021). Effectiveness of Professional Learning Communities in Ghanaian Basic Schools through the Lenses of Socio-Cultural Theory. Journal of Educational Issues, 7(2), 338-354.

Eshun, P., Dampson, D. G., & Dzakadzie, Y. (2020). Evaluation of Effectiveness of Internal Quality Assurance System in Public Universities in Ghana. Education Quarterly Reviews, 3(2), 237-248.

Owusu-Mensah, F., Dampson, D.G. & Apau, S.K. (2020). Predictors of Support Needs of Distance Education Students in the Institute of Distance Education and e-Learning (IDeL), ¾ÅÉ«ÊÓƵ, Ghana. Journal of Education and Culture Studies, 4(2), 76-89.

Dampson, D.G., & Apau, S.K. (2020). Freedom to choose within limits: Teacher Autonomy from the Perspectives of Basic School Teachers in the Central Region of Ghana. International Journal of Research in Teacher Education, 11(1), 1-17.

Ofori-Binkorang, A., Hayford, S. A., Dampson, D. G., Hammond, C., Amo-Mensah, M., Amponsah, K. A., & Addai-Munumkum Richardson. (2020). Education for Sustainable Development and Global Citizenship. A Situation Analysis of Ghana’s Education Laws, Standards and Basic Education. International Journal of Psychology and Education, 3(4), 45-60.

Dampson, D.G., Addai-Mununkum, R., Apau, S.K., & Bentil, J. (2020). COVID-19 and Online Learning: A SWOT Analysis of Users’ Perspectives on Learning Management System of ¾ÅÉ«ÊÓƵ, Ghana. International Journal of Learning, Teaching and Educational Research, 19(9), 382-401.