This case study aims to contribute to the burgeoning evidence base on teachers working in refugee settings and to provide the Government of Kenya, United Nations High Commissioner for Refugees (UNHCR) and other key partners with research-informed policy guidance to inform the ongoing effective management of teachers to ensure quality education for all learners. Using a collaborative, multi-phased, mixed methods approach, the research examines how teachers are managed in policy and practice in refugee hosting areas in Kenya. This report explores the management practices of teachers in public schools in the surrounding host communities as well as in camp schools. It is also important to understand teacher management practice in the wider context of the Kenyan government's goal of inclusion -- to bring camp schools into the national system and under government management. The study identifies promising commitments, practices and gaps in order to reveal potential areas for further development and successful implementation of policies to support effective teacher management in refugee settings. [For "Teacher Management in Refugee Settings: Public Schools in Jordan," see ED621829. For "Teacher Management in Refugee Settings: Ethiopia," see ED607267.]