Abstarct: The aim of this study was to examine the impact of organizational climate on performance, considering the moderating role of voice behavior among physical education teachers. In terms of purpose, the research was applied, and regarding the data collection method, it was descxriptive-correlational and survey-baxsed. The statistical population consisted of all physical education teachers in schools of Salahuddin Governorate, Iraq, in the year 1404 (2025-2026 AD). Using the sample size estimation formula in G-Power software, 157 individuals were selected through convenience sampling. Data were collected using standardized questionnaires: Jao and Liu's (2003) Organizational Climate questionnaire, Boyle et al.'s (2019) Performance questionnaire, and Van Dyne and LePine's (1998) Voice Behavior questionnaire. The validity of the instruments was confirmed by experts, and their reliability was verified by calculating Cronbach's alpha coefficient (above 0.7 for all constructs). Data analysis was conducted using structural equation modeling (SEM) with PLS software. The findings showed that organizational climate has a positive and significant impact on teachers' performance (β=0.65, p<0.01). However, results concerning the moderating role indicated that voice behavior did not have a significant effect on the relationship between organizational climate and performance, and this role was not confirmed. Consequently, it can be stated that organizational climate directly affects performance without the mediation of voice behavior. This finding emphasizes the necessity for educational managers to focus on establishing and strengthening a positive organizational climate as a key lever for improving the performance of physical education teachers.