Whether or not teachers "give 100%" isn't really what should be being asked. The question should include, "100% of what?". Another important question is, "Do all teachers have 100% to give?"

When what is included in that 100% is vague there are only vague answers:

There are teachers who give 100%, and there are teachers who try to give 120%. Some, of course and for whatever reason, do not or cannot give 100% of what it takes to offer excellence in education. Some teachers don't have 100% to give. Others have, and give, 100% of something that doesn't amount to excellence. There are, of course, those who don't quite have 100% of the teaching ability, motivational skills, and/or solid enough understanding of children's minds; but who try to give 100% or more. These are the teachers who exhaust themselves trying, and they're also the ones who may eventually become too exhausted to give even that 100% of whatever skill it is they do have. Giving 100% or more of the wrong thing doesn't do the job, and there are times when the most well intentioned teachers try very hard to offer 100% or more of the wrong type of teaching or wrong material.

Teachers often blame lack of supplies, books, or equipment for the inability to be able to give 100%. Some blame large classroom sizes. The truth is a truly excellent teacher should have the ability to teach with nothing more than his/her words and maybe a good-sized piece of chalk and a blackboard. In fairness to teachers, however, it is also fact that while many teachers do not or cannot give 100% of what is needed to provide excellence in education, there may be far more parents who give far less than 100% as well.

Somewhere in the world of education there are those few rare, gifted, teachers who can almost effortlessly capture the attention and interest of the students and who can impart knowledge in a way that makes those students look forward to returning to class the next day. These are the teachers who have not just been trained to teach, but who have that seemingly innate ability to understand students (and people in general) and to imagine their potential. These are the teachers don't see their students' difficulties as a sign that there is something wrong within the child. Instead, these are the teachers who ask what is wrong in the child's environment - and they don't overlook the fact that each student's environment includes the classroom environment, which is made up of their teaching style

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