Social Exchange Theory (SET) posits that when individuals receive support, recognition, and fair compensation from their organization, they are more likely to exhibit higher levels of commitment and a reduced intention to leave. While numerous studies have examined SET within educational contexts, the differences in turnover intentions between local and foreign teachers remain underexplored. This research investigates how job satisfaction influences turnover intention through organizational commitment among teachers of varying nationalities. Data were gathered from an online survey conducted between March and May 2025, comprising 340 participants, primarily local and foreign teachers working in private schools that offer international curricula in Jakarta, Surabaya, and Denpasar. Partial Least Squares Structural Equation Modeling (PLS-SEM) was employed with Multigroup Analysis (MGA) to examine the hypotheses. The findings indicated that job satisfaction directly and indirectly reduces turnover intention through organizational commitment, a relationship that was significant only for foreign teachers. In contrast, the turnover decisions of local teachers are more intricate; while job satisfaction positively impacts their organizational commitment, it does not diminish their desire to leave the institution. In conclusion, this study underscores the necessity for differentiated retention strategies that cater to the distinct motivational factors influencing local and foreign teaching staff in internationally staffed schools.