An Explanatory Model of the Student's Perception of the Faculty Responsibilies Quality, Hidden Curriculum and their Academic Gains

The aim of this research was to suggest an explanatory model of the student's perception of the faculty responsibilities quality, hidden curriculum and their academic gains. The statistical population of the study included all the students and faculty members of the Islamic Azad University of Bandar Abbas branch in the academic year of 1389-90. Through cluster sampling 581 students and through simple random sampling 117 teachers were selected. The research instruments were three questionnaires of the Faculty Members’ Responsibilities Quality, Student's Perception of the Hidden Curriculum and Student's Gains. The data were analyzed using SPSS 16 and LISREL 8.54. The results showed that: 1) the variables of teaching, supervision, social services and scholarship were significant positive anticipants of the student's academic gains; 2) the variables of teaching, supervision, social services and scholarship were significant positive anticipants of the university structure and faculty-student interactions and they were significant negative anticipants of the student's interactions with eachother; 3) controling the Exogenous variables, it was revealed that the variables of university structure, faculty-student interactions and student-student interactions directly and significantly predicted the student's academic gains.