SUMMARY
The goal of this research is to determine the role of aspects and components of hidden curriculum on social self-efficacy of primary-school boy students from the viewpoint of Abdanan teachers in 2014-2015. The research methodology is descriptive and it is in a form of survey. The statistical society is all Abdanan primary-school teachers (307 teachers) and 171 teachers were selected from them by using Cochran formula and random stratified sampling. In order to evaluate social self-efficacy, a self-made questionnaire was used and in order to evaluate hidden curriculum, a combined questionnaire of Parvin (2014) and Ahmadian (2012) was used. In order to analyze the data, descriptive statistics methods (mean, standard deviation) and inferential statistics methods (one-sample t-test, analysis of covariance) were used. The research findings showed that the role of the components of hidden curriculum on social self-efficacy of Abdanan primary-school students is significant and the most influential factor on social self-efficacy is related to the component of teacher and the least influential factor is related to the component of content.