The present study was conducted with the aim of investigating the relationship between teachers' professional ethics, social skills and academic enthusiasm of female students in the first year of high schools in Tehran in 1403. This research is practical in terms of purpose; In terms of the method of data collection, it was descriptive-correlation. The statistical population of the present study included all female teachers and students of the first year of high schools in Tehran in 1403, according to Cochran's formula and also based on the cluster sampling method, there were 113 teachers and 196 students. Students were selected to complete the questionnaires. .... In order to collect data from standard questionnaires: Matson's social skills (1983); Viga's academic enthusiasm (2016) and Armito et al.'s professional ethics (2011) have been used. The method of data analysis was based on inferential statistics, including Pearson's correlation coefficient test, with the help of SPSS 23 software. The results showed that teachers' professional ethics have a positive and significant effect on students' social skills and academic enthusiasm. The results of the regression coefficients showed that among the predictor variables including the variable belonging to the scientific community with a coefficient of 0.215, self-efficacy with a coefficient of 0.314 and scientific responsibility with a coefficient of 0.353 have a positive and significant effect on the social skills of students at the error level of 5%. Based on the fact that with the increase in belonging to the scientific community, self-efficacy and scientific responsibility, the amount of social skills among students also increases, while the variable of social responsibility with a significance of 0.464 did not have a significant effect on social skills. Also, the results of the regression coefficients of self-efficacy variables with a coefficient of 0.283 and scientific responsibility with a coefficient of 0.746 have a positive and significant effect at the level of 5% error on students' academic enthusiasm. In this way, with the increase of self-efficacy and scientific responsibility, the level of academic enthusiasm in students also increases, while the variables of social responsibility with a significance of 0.922 and belonging to a scientific community with a significance of 0.567 did not have a significant effect on the academic enthusiasm of students.