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The academic staff in the university is a vital component in enhancement of academic affairs in any university. Due to the unending changes and dynamics that increase pressure and work related stress that academic staffs are subjected to, they are required to develop high levels of adaptability in their careers to enhance creativity so that they remain relevant. The study sought to establish the correlates of career adaptability among the academic staff in selected universities in Nairobi County, Kenya. The study had several findings: There were high score in the four factors of adaptability including concern, curiosity, control and confidence. The highest score was recorded in concern (Mean= 4.24 and standard deviation 0.60) this was followed by control (Mean = 4.25 ± .58). Confidence amongst academic staff was slightly low (Mean = 4.12 ± .57). However the lowest was curiosity (Mean = 4.12 ± .61). Generally, the academic staff were adaptable to their work. The research also found out that career adaptability reduced with increase in age. However, it generally increased with the level of education and years of experience. The female gender scored higher than male in most of the constructs of adaptability. There were very slight differences in mean scores in career adaptability based on the type of university. However, a higher level of adaptability was noted in academic staff in private university compared to their counterparts in public university. The study therefore recommended that employers look out for levels of concern, curiosity, confidence and control of employees during recruitment so as to get adaptable employees. Selfawareness for employees is necessary to help determine their levels of adaptability. Employers too must prompt acquisition of soft skills in the employees in order to help their employees be more adaptable and hence perform better in their duties.

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The academic staff in the university is a vital component in enhancement of academic affairs in any university. Due to the unending changes and dynamics that increase pressure and work related stress that academic staffs are subjected to, they are required to develop high levels of adaptability in their careers to enhance creativity so that they remain relevant. The study was based on Emotional intelligence theory and Career construction theory. A descriptive survey research design was used for this study. The target population was 403 academic staffs from selected universities in Nairobi County, Kenya. The total sample size was 201 respondents selected using two stage cluster sampling. Data was collected using Emotional Intelligence Scale EI (PcSc) scale developed by Mehta & Singh (2013). To establish internal consistency of the instrument, reliability was determined and Cronbach's alpha coefficient was 0.824. Descriptive statistics were applied to analyze quantitative data using SPSS. The study had several findings: High means in indicators of emotional intelligence were recorded where the highest score was in self-awareness (Mean = 4.13 ± .53). This was followed by self-motivation (Mean = 3.85 ± .53), social skill was rated the third aspect of emotional intelligence (Mean = 3.83 ± .43) and the lowest was emotional regulation (Mean = 3.68 ± .55). The findings also indicated that there were differences in the mean score of Emotional intelligence across age, gender, education level, type of university and teaching experience. However the analysis of variance showed no significant differences in emotional intelligence in terms of age and gender. Moreover, only the mean of social skills had a significant difference in terms of level of education, experience and type of university. The major recommendation therefore given by the research was enhancement of selfawareness, self-motivation, emotional regulation and social skills strategies both by individuals and various organizations in order to improve job outcomes. This would be through trainings, guidance and counselling and team building. The researcher anticipated that the results from the study will facilitate the formation of an academic staff that are holistically intelligent.

Ministry burnout is a global issue of concern among the Church ministers across the world. Studies have shown that the majority of Church ministers leave ministry prematurely due to burnout which in turn affects their commitment to the Church. The study objective was to examine the demographic differences of age, gender, level of education, country of origin and vocational identity with respect to prevalence of burnout of among Catholic religious men and women working in rural areas. The study adopted descriptive research design and phenomenological design. Using census and convenience sampling, a sample size of 131 participants were included which comprised the whole population of the study. Quantitative data was collected using standardized questionnaires and qualitative data was collected using Focus Group Discussion Guide. Pretesting of standardized instruments was carried out before the actual data collection to ensure its reliability and validity. Quantitative data was analyzed using descriptive statistics using SPSS Version 32 while qualitative data was analyzed using thematic analysis. Some of the study findings were: respondents' level of burnout was above average, in terms of subscales, personal accomplishment had the highest (mean=30.61) followed by emotional exhaustion (mean=19.82) and level of depersonalization (mean=9.05).