Indications of the existence of teachers who have not, even not, have the competence as applicable regulations, are still felt by some educational units in us. Quite a lot of complaints that some teachers who are certified do not improve their quality, do not pay attention to professional aspects, do not develop learning models, let alone apply something new in the learning process in the classroom. Such teacher competence needs to be improved and enhanced to ensure the ongoing learning process that meets the minimum adequacy required to achieve quality education. Continuous efforts to improve teacher competence are a necessity in this regard, where institutionally schools must prepare specific and targeted programs, supported by the effective leadership of school principals in realizing them. This study aims to describe leadership in building the professional competence of teachers to improve the quality of learning. The theories and concepts that underlie this research are management, leadership, and learning theory. The results of the study indicate that the leadership of the principal is relatively decisive in the success of efforts to build teacher competence, through strategies and a series of programs that are managed with a managerial approach (application of planning, organizing, implementing, and controlling functions). Furthermore, teachers with adequate competence, especially in the professional aspect, become a strong basis for the implementation of good and quality learning that has the potential to fulfill the required learning outcomes. The research recommends principals to carry out their leadership roles effectively in building and improving teacher competencies through programs that are held continuously; meanwhile teachers need to be encouraged to be more active and take the initiative in developing themselves in an effort to improve professional competence oriented to the realization of the quality of learning and education in general.