This study examined the roles and tasks of school heads in promoting quality education in community secondary schools in Tanzania. Specifically, it assessed the contribution of school principals' administrative roles and tasks, as well as their supervision of classroom pedagogical practices. The study adopted a qualitative approach, utilizing a case study design in the Arusha District. Purposive sampling was employed to get leaders and simple random to get teachers sample size 38 informants. The methods used for data collection include interviews, Focus Group Discussions (FGDs), and documentary review. Content analysis was used to analyze the data. The findings reveal that while there was a school vision in place, there were weaknesses in communicating and preparing action plans to effectively implement the vision and foster team commitment. However, the study reveled that school academic records are properly maintained. It also uncovered that school heads lack the necessary skills and knowledge to ascertain the importance of record keeping in enhancing quality education. Additionally, the study reveals that the efficiency of record keeping is hindered by the lack of technological devices, such as computers, and the absence of electricity in most schools. Furthermore, the study finds that school heads are able to manage school finances, but they lack sufficient funds to effectively carry out school activities. Moreover, the study highlights that most school heads have inadequate skills in supervising classroom instruction. Therefore, the study recommends capacity building in leadership, management, and classroom instruction supervision skills to enhance the provision of quality education in schools.