The concept of Working Styles, rooted in Kahler’s driver theory and later operationalised by Hay, offers a lens for understanding how individuals habitually approach tasks and interpersonal demands. This study investigates the prevalence and configuration of Working Styles among 40 eighth- and ninth- grade students (20 per grade) at “Goce Delchev” Primary School in Vasilevo, North Macedonia. A convergent mixed-methods design combined Julie Hay’s 25-item Working Style Questionnaire with descriptive statistics and qualitative profile interpretation. Quantitative scoring (0–40 per style) revealed distinct patterns: 8th-grade students were predominantly driven to “Please Others” supported by “Work Hard,” while “Hurry Up” emerged as their weakest style. Conversely, 9th-grade students exhibited a dominant “Be Perfect” orientation, a strong “Work Hard” secondary drive, and a notable deficit in “Be Strong.” Characteristic scenario patterns (“Almost” vs. “While”) and preferred communication doors (“Feel” vs. “Think”) further differentiated the cohorts. Qualitative interpretation suggested that external validation, perfectionism, and under-developed time-management or resilience skills are salient developmental challenges. The findings underscore the need for classroom strategies that bolster intrinsic motivation, autonomy, and adaptive coping.
Kitanovski et al. (Wed,) studied this question.