Moderating Influence of Virtual Learning Supports on the Relationship Between Emotional Intelligence and Faculty Engagement in Institutions of Higher Learning

Abstract

The objective of this study is to explore the moderating effect of virtual learning supports in the relationship between emotional intelligence and faculty engagement in institutions of higher learning in Nigeria. The study used secondary data sourced from scientific databases. The information collected from various articles in various scientific data based were analysed and discussed. The aim is to find out if virtual learning supports moderate the relationship between emotional intelligence and Faculty engagement in Institutions of higher education. The primary constructs of the observed variables were reviewed in line with the specific objectives of the study. It was revealed that virtual learning supports moderate the relationship between emotional intelligence and Faculty engagement. Therefore, Faculty in Institutions of higher learning in Nigeria should consider leveraging virtual learning supports provided by the management of the institutions to manage their emotional intelligence to enhance faculty teaching, research and community service engagement. The study developed a model that can be empirically investigated to determine the extent at which virtual learning supports moderate the relationship between emotional intelligence and Faculty engagement.