This study analyzed teachers’ validity for the inquiry learning steps. Based on the commonality of the inquiry learning steps proposed in previous studies, this research established the following six steps: proposal of the problem; data analysis; hypothesis setting; hypothesis verification; principle discovery; and generalization. Additionally, teachers’ awareness of inquiry learning was analyzed and classified into the following groups: very necessary; necessary; and not necessary. The validity of each step was evaluated with Borich needs. The results were presented in the following order: data analysis > generalization > principle discovery > proposal of the problem > hypothesis verification > hypothesis setting. However, a detailed analysis revealed the inter-group differences. In other words, in the “very necessary” and “necessary” groups, “data analysis” and “generalization” were rated as 1st or 2nd, and “proposal of the problem” as 4th. However, in the “not necessary” group, “data analysis” and “principle discovery” were rated as 1st and 2nd, respectively, and “hypothesis verification” as 4th. These results are expected to serve as the basic data required to devise an inquiry learning process based on the perspective of the classes.