This research examines the dynamics of English language education in rural secondary schools in Chittoor District, Andhra Pradesh. It explores how Educational Infrastructure, Teacher Training, and Government Policies and Support affect Language Proficiency. Utilizing a quantitative research methodology, information is gathered from a subset of 100 individuals via the use of structured questionnaires. The study used a resilient regression model, revealing a significant correlation (R Square: 0.794) between the chosen variables and Language Proficiency. The study reveals that Educational Infrastructure has a substantial beneficial impact (coefficient: 1.006, p < 0.001), highlighting the crucial role of well-equipped institutions. The coefficient of 0.501 and p-value of less than 0.001 indicate that Teacher Training has a significant beneficial impact, highlighting the need of high-quality professional development for teachers. In contrast, Government Policies and Support had a negative influence on Language Proficiency (coefficient: -0.506, p < 0.001), indicating the need for policy improvement. This study provides significant information for policymakers and educators to customize interventions with the goal of improving the quality of English language teaching in rural secondary schools.

Language Proficiency, Educational Infrastructure, Teacher Training, Government Policies and Support.