The topic of this research is the role of AI assistants in supporting teachers within contemporary education. The primary aim is to examine how teachers perceive the potential of AI-based tools, which specific tools they use, in which instructional contexts they apply them, what challenges they recognize, and which ethical concerns they consider crucial for their safe and responsible integration into the educational process. The study was conducted through a survey among primary and secondary school teachers, followed by a combination of quantitative and qualitative data analysis. The findings indicate that most teachers use AI assistants occasionally or are only beginning to consider their use, while regular and systematic implementation remains limited. A positive relationship was observed between the level of digital literacy and the frequency of AI use, whereas the most commonly identified barriers include insufficient knowledge, fear of misuse, and the absence of clear guidelines. Overall, attitudes toward AI are generally positive, particularly among teachers with more experience in using such tools, who highlight time-saving effects and improvements in instructional quality. These findings are consistent with patterns described in current research literature and point to the need for targeted professional training and clearly defined ethical frameworks for the use of AI in education.