Dr Deidre Marjory Le Fevre

PhD (Michigan) , MEd (Hons), BEd, DipTchg


Deidre is a Senior Lecturer in the School of Learning, Development and Professional Practice.  She is the academic programmes leader for postgraduate studies in Educational Leadership at the University of Auckland.  

Previous professional experience

  • 2003- 2005 Assistant Professor, Washington State Unviersity, USA
  • 1996- 2003 Research Associate, University of Michigan, USA
  • 1995-1996 Assistant Lecturer, University of Auckland
  • 1994-1995 Special Needs Teacher, West Auckland
  • 1992- 1994 Primary Teacher, U.K
  • 1987-1991 Primary Teacher, West Auckland

Research | Current

  • The role perceptions of risk in educational change
  • Creating culturally sustaining pedagogies
  • Professional learning for improvement
  • Developing adaptive expertise
  • Effective debriefing following simulation in medical education
  • Emotion and learning
  • Organisational change




Teaching | Current

  • EDPROFST 738 Educational Leadership
  • EDUC 121 How People Learn
  • EDPROFST 782 Educational Change


  • Postgraduate Diploma in Educational Leadership (PGDipEdLdr)
  • Master of Educational Leadership (MEdLdr)
  • Doctor of Education (EdD)
  • Doctor of Philosophy (PhD)
  • Liberal Arts Programme

Postgraduate supervision

Supervision areas: Leadership, professional learning, educational change,  emotions and learning, school effectiveness, and organisational change

Preferred methodology: Mixed methods and qualitative.

Recent Completed Supervisions

Daniels, G. (2012).  Implications of the Standards Alignment for NCEA Level 1 Qualifications Attainment: A Mixed Methods Study.  (MEd (Ldshp) Thesis), The University of Auckland.

Dezoete, A.  (2012). Exploring In-school Educators Perceptions of Professional Learning Communities in New Zealand Secondary Schools. (MEd (Ldshp) Thesis), The University of Auckland. https://researchspace.auckland.ac.nz/handle/2292/20367

Eley, J. (2014). Risk taking and pedagogical change in mathematics.  (MEd (Ldshp) Thesis), The University of Auckland.

Hair, J. (2014).  Whatis the role of emotion in adult learning?  (MEd Leadership dissertation),  The University of Auckland.

Heegh, K. (2014). The role of the principal in creating a learning culture that lowers perceptions of risk and supports risk-taking.  (MEd Leadership) ), The University of Auckland.

Jones, T, (2014).  Theories of risk-taking and primary teacherss’ engagment in professional learning for change, (MEd (Ldshp) Dissertation), University of Auckland.

Kaiser, P. (2013).  Conversations on conversations:  A duoethnographic study of collegial conversations between two primary principals. (MProfst Dissertation). The University of Auckland.

Mathews, P. (2013). Issues involved in measuring the time-use of school principals a methodological exploration. (MEd (Ldshp) Dissertation), The University of Auckland.

Ng, M. (2011).  To what extent do school leaders disclose what they are thinking when having a difficult conversation? (MEd (Ldshp) Dissertation), The University of Auckland.

Mawson, JH. (2011). The theories and beliefs of educational leaders about how to have effective conversations. (MEd (Ldshp) Dissertation), The University of Auckland.

Patience, D. (2012).  Personalised learning in secondary education:  Student experiences and perceptions: A case study. (MEd (Ldshp) Dissertation), The University of Auckland.

Sek, S. (2014) "Instructional leaders’ perceptions of how they raised Cambodian students’ achievement in low-level English studies. (MEd Leadership thesis), University of Auckland.


Academic Programme Leader: Postgraduate Diploma in Educational Leadership, Masters in Educational Leadership

Areas of expertise

My research and teaching focus on leadership and learning for educational change and improvement. I have worked in the United Kingdom, The United States and New Zealand where my work has developed understandings and practices that support educational organisations to be increasingly effective in responding  to the interests, needs and growth of all learners.  My research focusses on professional learning and organisational change.  I examine both cognitive and affective aspects of learning that influence professional capability and organisational change.



Professional Learning, Educational Leadership, Organisational Change, Teacher Development

Committees/Professional groups/Services

Professional Links:

  • Membership: American Educational Research Association, Experiential Education Association, Educational Leadership Association
  • Reviewer: American Educational Research Association, Reading Research Quarterly, The New Educator, Journal of Teaching and Teacher Education
  • Research: First-time Principals Programme, Experienced Principals Programme

Selected publications and creative works (Research Outputs)

  • Le Fevre, D. M. (2019). Narrative and educational change: the power of intentional interruption. In S. Farquhar, E. Fitzpatrick (Eds.) Innovations in narrative and metaphor: Methodologies and practice (pp. 221-234). Singapore: Springer. 10.1007/978-981-13-6114-2_14
  • Jones, T., & Le Fevre, D. M. (2018). Women's perception of risk when leading and engaging in educational change. In R. McNae, E. C. Reilly (Eds.) Women leader education across the continents: Finding and harnessing the joy in leadership (pp. 46-51). Lanham, Maryland: Rowman & Littlefield.
  • Timperley, H., Ell, F., & Le Fevre, D. (2018). Developing adaptive expertise through professional learning communities. In A. Harris, M. Jones, J. B. Huffman (Eds.) Teachers leading educational reform: The power of professional learning communities (pp. 175-189). Abingdon, Oxon, UK: Routledge. 10.4324/9781315630724
    Other University of Auckland co-authors: Fiona Ell
  • Teo, T., & Le Fevre, D. (2017). The development and validation of the Teachers' Perception of Risk Scale (TPRS) in educational change. Current Psychology, 36 (3), 649-656. 10.1007/s12144-016-9453-z
    URL: http://hdl.handle.net/2292/39832
  • Twyford, K., Le Fevre, D., & Timperley, H. (2017). The influence of risk and uncertainty on teachers’ responses to professional learning and development. Journal of Professional Capital and Community, 2 (2), 86-100. 10.1108/JPCC-10-2016-0028
    URL: http://hdl.handle.net/2292/35448
    Other University of Auckland co-authors: Kaye Twyford
  • Meyer, F., Le Fevre, D. M., & Robinson, V. M. J. (2017). How leaders communicate their vulnerability: Implications for trust building. International Journal of Educational Management, 31 (2), 221-235. 10.1108/IJEM-11-2015-0150
    URL: http://hdl.handle.net/2292/33145
    Other University of Auckland co-authors: Viviane Robinson, Frauke Meyer
  • Robinson, V. M., Le Fevre, D., & Sinnema, C. E. L. (Eds.) (2016). Open-to-learning leadership: How to build trust while tackling tough issues. Moorabbin, Victoria, Australia: Hawker Brownlow Education.. Pages: 245.
    Other University of Auckland co-authors: Claire Sinnema, Viviane Robinson
  • Le Fevre, D. M., Timperley, H., & Ell, F. (2016). Curriculum and pedagogy: The future of teacher professional learning and the development of adaptive expertise. In D. Wyse, L. Hayward, J. Z. Pandya (Eds.) The SAGE handbook of curriculum, pedagogy and assessment (pp. 309-324). Los Angeles, USA: SAGE. 10.4135/9781473921405.n20
    Other University of Auckland co-authors: Fiona Ell

Contact details

Primary office location

Level 5, Room 519
New Zealand