In recent years, the role of information and communication technology (ICT) has increasingly impacted school instructional and leadership practices. With the assistance of ICT, interactions between school leaders and teachers have undergone tremendous changes that have reduced face-to-face contact. However, only a limited number of studies have evaluated the barriers and challenges to participating in ICT-based e-leadership in schools. Therefore, this sequential explanatory mixed-methods study was designed to examine these challenges and barriers to teachers' participation in e-leadership platforms. Feedback from samples of 260 current secondary school teachers was obtained via a survey using the convenience sampling method. The internal consistencies of the items were also checked using exploratory (EFA) and confirmatory (CFA) factor analyses. Parametric tests such as the independent t-test and ANOVA were conducted to determine the differences between teachers' perceptions based on their demographic factors: age, gender and years of teaching experience. In addition, regression analysis was performed to examine the relationship between teachers' demographics and the challenges they encountered. Furthermore, 10 teachers were interviewed to obtain detailed explanations of the challenges and barriers they faced while participating in e-leadership systems. Thematic analysis was employed to assess the interview transcript data. The quantitative findings revealed that the challenges faced by teachers included ineffective ICT equipment in schools, ICT equipment in schools that needs to be updated, lack of understanding in using the ICT system, a lack of knowledge derived from limited support courses and workshops to assist educators, ineffective school's ICT system and disturbance of their free time. From interview sessions, teachers have mentioned significant issues related to internet networks, teachers' willingness to ignore certain issues, and perceived intrusions on privacy. In examining differences related to challenges and barriers to e-leadership based on teachers' demographics, the ANOVA and independent t-test analyses revealed that most of these differences were non-significant, except for teachers' gender and teaching experience. To conclude, principals and educational authorities must support teachers with the ongoing training, financial resources, and allocation that are critical in preparing teachers to participate in e-leadership systems.