This study aims to analyze the job of after-school history instructors to present clear duties and tasks and identify educational needs as the roles of after-school instructors in elementary schools become important ahead of the expansion of after-school to Neulbom school. To this end, three DACUM workshops were conducted for Subject Matter Expert(SME) based on previous studies on after-school and job analysis, and the validity of the job model derived from the DACUM workshops was verified through a survey. As a result of the DACUM workshops, the job of after-school history instructors in elementary schools was classified into a total of 8 duties and 51 tasks, and the knowledge, skills, attitudes, and future trends needed for each task were examined. The survey confirmed the ‘difficulty, importance, and frequency of performance’ of 51 tasks, and 222 former and current history instructors from after-school in elementary schools nationwide participated. As a result of performing technical statistics, IPA matrix, Borich demand, and The Locus for Focus Model analysis for each task, high-priority tasks were extracted. In sum, it was found that it was urgent to support tasks such as checking class schedules, identifying student learning levels, guiding student class attitudes, conducting open classes, developing new lecture techniques, participating in field trips, and preparing to obtain historical certificates. Finally, academic and practical suggestions were presented based on DACUM and survey results.