The main objective of this proposed study was to investigate and determine the Socio-cultural predictors affecting Senior High School discipline and learning, Zone 4, Division of Zambales during SY 2019-2020. This study had employed the descriptive research method with the survey questionnaire as the main tool of gathering data and information from teachers-respondents. The statistical treatment of this study utilized tools such as percentage, mean, rank, ANOVA and Pearson r. Based on the summary of the investigations, the researcher concluded that the respondent is a typical female in her early adulthood; Teacher-2 specialized in Social Studies, BS degree with masteral units, and had been in teaching for almost a decade. The students’ academic performance was rated “Satisfactory”. The teacher-respondents assessed “Always” on parental discipline and mass/social media while “Sometimes” on family education-economic status, parental socialization function, community factor and societal values/norms as dimensions on socio-cultural factors affecting discipline and learning. The teacher-respondents were “Strongly Agreed” on the proposed intervention strategies on Students’ Issues/Concerns on Discipline and Learning. There is no significant difference on the perception towards dimensions on socio-cultural factors affecting discipline and learning when grouped according to age, sex, area of specialization, highest educational attainment, academic rank and number of years in teaching. There is negligible correlation between the academic performance and the socio-cultural factors affecting discipline and learning. The researcher recommended that for better school academic achievement, parental involvement is highly encouraged, giving full moral, emotional and financial support; that parents are reminded to be careful in disciplining children of adolescent stage and to listen explanation of child inappropriate action and behavior to avoid negative consequences that will cause and develop anti-social behavior; that parents are advised to be fair and not bias in treating children and show utmost support to all school endeavors; that students at early stage shall be oriented and be given advised to be selective in joining peer groups who are prone to commit delinquent acts and affect academic activities; that gender equality is highly encouraged to practice and apply and give full respect to individual sexual preferences and avoid bullying that causes negative behavior and poor school performance; and finally, to conduct a similar or parallel study with wider in scope so as to validate and confirm the findings obtained in the study.