The growing complexity of modern educational environments highlights the need for intelligent tools that support instructional management and ease teachers’ daily workload. Tasks such as lesson planning, student assessment, communication with parents, and monitoring academic progress are time-consuming and often restrict opportunities for personalized teaching. This study explores the needs, priorities, and attitudes of secondary education teachers regarding the integration of Artificial Intelligence (AI)-powered Digital Assistants into their daily instructional practices. It investigates the factors influencing teaching performance, the use of digital technologies in the classroom, and the key functionalities that such support tools should possess, based on educators’ perspectives. Through quantitative analysis, the study identifies the most essential features, prevailing concerns, and pedagogically grounded recommendations for the meaningful application of AI-based Digital Assistants in secondary education.