Abstarct: The purpose of this study was to examine the effect of perceived organizational support on the job performance of physical education teachers, with the moderating role of employee voice behavior. This research was applied in purpose and descxriptive-survey in terms of data collection method. The statistical population consisted of all physical education teachers in public schools of Salah al-Din Governorate, Iraq, in the year 2025. Using convenience sampling and baxsed on calculations from GPower software, 157 individuals were selected as the sample. Data were collected using standardized questionnaires: Eisenberger et al.'s (1986) Perceived Organizational Support, Van Dyne and LePine's (1998) Employee Voice Behavior, and Boil et al.'s (2019) Performance. The validity and reliability of the instruments were confirmed. Data analysis was performed using structural equation modeling with the partial least squares (PLS-SEM) approach in SmartPLS and SPSS software. The results indicated that perceived organizational support has a positive and significant effect on the job performance of physical education teachers. However, teacher voice behavior did not play a significant moderating role in the relationship between organizational support and job performance. Consequently, the findings of this research suggest that within the context of physical education teachers in Salah al-Din Governorate, Iraq, organizational support alone is a strong and effective predictor of enhancing job performance. Yet, this relationship appears to operate independently of the extent to which teachers constructively express opinions and suggestions. This may indicate the existence of cultural-organizational barriers in translating support into active participation. Therefore, in addition to strengthening their support, educational administrators must also provide the necessary platforms and mechanisms to encourage genuine voice and participation from teachers.