Abstract

This study examines how school leaders use Facebook as a leadership practice within contexts of public visibility, accountability, and governance. Drawing on dialogic public relations theory, it explores how policy demands and institutional expectations shape communication strategies. Using qualitative interviews with 20 Israeli school leaders who manage school Facebook pages, the study identifies key themes through thematic analysis. Four main audience groups emerged: education authorities, parents, city residents, and school staff. Participants emphasized image management, community engagement, visual content, and collaborative production with teachers. The findings highlight strategic challenges and question the effectiveness of dialogue-oriented practices under accountability pressures.