Background:  Faculty members’ appropriate educational ethic with students lead to positive approach in them about educational situation in consider with justice and progressive. The purpose of this research was to determine the relationship between educational justices and educational dynamic with improvement of perceived educational ethic based upon mediation of education patience

Method: Methodology of research was descriptive-correlation. Population of study includes all of Mahallat Branchs’ students (2013-2014) (N=1950). Sample of study were selected by stratified random method (n=321). Instruments of research consist of four questionnaires: the questionnaire of educational justice that made by researcher, the questionnaire of educational dynamic that made by researcher, Improved questionnaire of educational patience, the perceived  improvement of educational ethic that made by researcher. Data were analyzed by Pearson correlation test, structural equation modeling.

Results: The results revealed that there were significance and positive relationship between educational justice (distributive, interactional, procedure, and informational) and educational dynamic (educational technology and learning styles) with improvement of perceived educational ethic (p<0.05). Educational patience mediates relationship between educational justice and educational dynamic with improvement of perceived educational ethic (p<0.05).

Conclusion: The justice behavior of faculty members has significant impact on motivation and ability of students.