Abstarct: Abstract The aim of the present study was to investigate the effect of ethical leadership on the voice behavior of physical education teachers with the moderating role of proactive personality and mediator of affective commitment. According to the purpose, the current research method is considered as an applied research type, and in terms of the method of collecting information, it is of the descxriptive research type and the correlation designs are of the structural equation model type.The statistical population of this research includes physical education teachers of Semnan province in the academic year 2022-2023, which is 258 people.the sample size was determined using Gpower software of 150 people and also available sampling method was used to select the sample.In this research, to measure ethical leadership from the 10-question questionnaire of Brown et al (2005), to measure active personality from the 3-question questionnaire of Buil et al. (2019) to measure affective commitment from the 3-question questionnaire of Peng et al (2020) and the 6-question questionnaire of Van Dian and Lipan (1998) was used to measure the employees voice.The validity of the questionnaires was confirmed by 7 experts, and Cronbach's alpha was used to check the reliability of the questionnaires, which showed that all the questionnaires have the necessary reliabilityData analysis was done in two sections, descxriptive statistics and inferential statistics, using PSS and PLS software.The findings showed that ethical leadership has an effect on teachers' voice behavior both directly and through the intermediary variable of affective commitment. Teachers' affective commitment has a positive and meaningful effect on teachers' voice behavior, and active personality has a role in moderating the relationship between teachers' affective commitment and voice behavior.Therefore, by clarifying the importance of ethical leadership on increasing the moral behavior of physical education teachers, it can be stated that the observance of moral models by administrators in the school environment can provide a suitable platform for increasing the emotional commitment and moral behavior of teachers.