Digital literacy skills are increasingly crucial in contemporary education settings, particularly for teachers who must integrate digital tools into their teaching methodologies. In Kenya, gender disparities persist across various sectors, including education, where women often face barriers to accessing and utilising technological resources effectively. The study employed an ethnographic approach involving participant observation, semi-structured interviews with a purposive sample of teachers from both urban and rural areas, and document analysis of educational policies and resources. Data collection was conducted over six months. Findings indicate that female teachers face significant barriers in accessing digital tools and training opportunities, often due to socio-economic constraints and traditional gender roles. A notable theme revealed was the underrepresentation of women in leadership positions within schools, which limits their exposure to innovative teaching methods and resources. The study concludes that addressing these gender disparities requires a multi-faceted approach, including targeted training programmes for female teachers, improved access to digital resources, and fostering an inclusive environment where all educators feel supported in leveraging technology effectively. Recommendations include the establishment of mentorship programmes connecting experienced male teachers with female colleagues, encouraging schools to appoint more women in leadership roles, and advocating for government policies that prioritise gender equality in educational settings. digital literacy, secondary school teachers, gender disparities, ethnographic study, Kenya