This study aims to explore the direction of competency-based parent education in elementary schools by examining the perceived needs for parental competencies among parents and teachers. To this end, a needs assessment and analysis based on a parental competency model were conducted with 100 parents of lower-grade students, 100 parents of upper-grade students, and 50 teachers. The findings indicate that the priority of competency needs among parents of lower-grade students was in the order of school collaboration, self-care, child education, basic parenting, and support for child independence. In particular, high demands were observed for sub-competencies such as health management, participation in school education, understanding of the curriculum, and school community collaboration. For parents of upper-grade students, the order of competency needs was school collaboration, support for child independence, basic parenting, child education, and self-care, with strong demands for sub-competencies such as utilizing community resources, school community collaboration, participation in school education, and empathetic communication. Teachers prioritized support for child independence, child education, basic parenting, school collaboration, and self-care, with high demands for sub-competencies such as trust and respect for teachers, children's resilience, creative problem-solving opportunities, and teacher-parent partnerships. These findings suggest the necessity of tailored parent education that reflects the developmental characteristics of children at different grade levels while also emphasizing the need to balance the differing demands of parents and teachers. This study contributes by providing foundational data for the development of competency-based parent education programs.