Abstarct: The present study aimed to investigate the impact of transformational leadership style on the voice behavior of physical education teachers and the moderating role of organizational culture in this relationship. This research is applied in terms of objective and descxriptive-survey of the correlational type in terms of data collection method. The statistical population consisted of all physical education teachers in schools of Al-Anbar Province, Iraq, in the year 2025. Using G-Power software, considering an error rate of 0.05, a test power of 0.95, and an effect size of 0.1, a sample size of 191 individuals was determined, selected via convenience sampling. For data collection, standardized questionnaires for transformational leadership (Buil et al., 2019), organizational culture (Helfrich et al., 2007), and voice behavior (Van Dyne & LePine, 1998) were used. Their face and content validity were confirmed by experts, and their reliability was verified using Cronbach's alpha coefficient (above 0.7 for all constructs). Data analysis was performed using structural equation modeling (SEM) and the partial least squares (PLS) approach in SmartPLS software. The findings revealed that transformational leadership style has a positive and significant impact on the voice behavior of physical education teachers (β = 0.382, t = 3.12). Therefore, the first hypothesis of the study was confirmed. However, organizational culture did not play a significant moderating role in the relationship between transformational leadership style and voice behavior (β = 0.028, t = 0.655), leading to the rejection of the second hypothesis. Consequently, it can be stated that within the educational context of Al-Anbar Province, the individual actions and characteristics of a transformational leader can directly and effectively create the necessary space for the constructive voice behavior of physical education teachers, without organizational culture playing a specific moderating role in this regard. This finding emphasizes the importance of prioritizing the development and training of transformational leadership skills among school principals as a practical and effective strategy for harnessing teachers' intellectual capital and enhancing the quality of educational environments.