This concept paper to identify the level of practice of Preschool Supervisors and its relationship with the commitment of Community Educators in Kindergartens and KEMAS Nurseries. The purpose of this concept paper is also to identify issues in national education related to instructional leadership that is through dimension one related to school mission, second dimension is to manage instructional programs and third dimension is the formation of a positive school climate. Apart from that, the issues discussed are the level of educator commitment through affective organizational commitment, continuous organizational commitment, and normative organizational commitment in line with the rapid changes in the field of Education and technology. This paper is a concept paper based on past literature review. The findings of previous studies also found that the level of Instructional Leadership Practice is at a high level, namely (Mean = 3.98; s.p = 0.568) and (Mean = 4.39; s.p = 0.523). On the dimension of Teacher Commitment is also at a high level with (Mean = 4.46; s.p = 0.454). The implications derived from literacy studies will ensure supervisors to work together, understand and motivate others whether individuals or groups in an organization. In addition, there are implications for community educators in the organization's commitment in helping the eradication of illiterate children, educating, and providing encouragement for the social and personality development of children. Implications for the field of administration to improve the uniformity of administrative documentation governance, documentation administration instruction and child development. In conclusion, community supervisors and educators work together in an organization to maintain the continuity of supervisors and educators in tandem.