In recent years, Kenya has made significant commitments to ensuring that vulnerable and marginalised populations increasingly access quality education, including those in refugee camps and surrounding communities in the counties of Turkana and Garissa. Effective teacher management is a key policy lever in ensuring inclusive, equitable and high-quality education systems. Research has shown that the quality of the teaching workforce is the most important factor affecting student learning among those that are open to policy influence. This brief aims to provide research-informed guidance for the effective management of primary-level teachers in refugee settings to the Kenyan Ministry of Education (MoE), Teacher Service Commission (TSC), Refugee Affairs Secretariat (RAS, now the Department for Refugee Services), UNHCR and other key stakeholders at multiple levels.