This study is dedicated to exploring the role played by the appropriate teacher-student relationship in determining the academic commitment and educational success of students in the second year of middle school. The quantitative approach coupled with a qualitative component for a better understanding of the phenomenon was favored. A sample of 360 students from the middle year two classes participated in the study. The results highlight the predominant role of the teacher in the students' academic commitment, as much by his interpersonal skills as by his know-how towards the pupils. In essence, the analyzes clearly establish that the more the pupil perceives his friendly and warm teacher, the higher his perception of academic competence, thus greatly promoting his academic commitment. Conversely, the more the pupil perceives his teacher to be less affable and warm, the more he perceives himself to be less competent and has a low commitment in school terms. Various intervention measures to help teachers offer quality professional services such as in-service training based on their verbal and non-verbal skills are proposed in order to promote the appropriate teacher-student relationship.