The purpose of this study was to analyze the needs for establishing empathic instruction by investigating the current status and desirable status of components in empathic instruction for elementary and secondary school teachers. This study collected and analysed data through surveys that 180 elementary school teachers and 159 secondary school teachers, 339 in total responded to. For need analysis, following three research methodologies were employed. Firstly, a paired t-test was used to statistically detect the gap between two statuses. Secondly, priorities among the needs were calculated through Borich s needs assessment model. Thirdly, components with high demand were presented on the coordinate plane using The Locus for Focus model. Finally, the highest priority components were derived from these. The research results are as follows. First, both elementary and secondary school teacher had high demands for the goal of empathic instruction in common: positive emotional experience of students in their instruction and the growth to be a great man of teachers and students whose mind and body are healthy. Next, elementary school teachers showed a high demand for the educational method such as a precise awareness of students emotion in instruction and a instruction strategy for promoting empathy of students. On the basis of these results, implications for building empathic instruction and suggestions for follow studies are discussed.