A Professional Development Framework for English Language Teachers in Rural Schools of Yobe State

English language teachers in rural schools of Yobe State face acute professional development challenges arising from geographic isolation, conflict-related school closures, limited access to professional literature, and the near-absence of in-service training provision in the state's most remote LGAs. This study develops a professional development framework specifically designed for English language teachers in rural Yobe State schools, grounded in a needs assessment that accounts for the distinctive professional context of this environment. The needs assessment combined a survey questionnaire administered to one hundred and twenty English teachers across twelve rural LGAs, in-depth interviews with twenty teachers, fifteen head teachers, and eight Yobe State Universal Basic Education Board curriculum officers, and classroom observation of thirty English lessons. Needs assessment data identify classroom management in multi-level classes, examination-focused writing instruction, and vocabulary teaching methodology as the three highest self-reported professional development priorities. The framework developed in response specifies a sustainable low-resource professional development model combining monthly school-cluster workshops, peer observation with structured feedback protocols, a teacher self-study booklet programme, and a remote mentoring scheme linking rural teachers with urban mentor teachers via phone and WhatsApp. Critically, all framework components are designed for implementation without reliable electricity, internet connectivity, or printed resource supply chains. The framework's feasibility was validated through consultation with conflict-sensitive education specialists and Yobe State education officials. Keywords: professional development, English teachers, rural schools, Yobe State, teacher training.